NorthStar L4 U1 Reading Writing - Student Book
NorthStar L4 U1 Reading Writing - Student Book
NorthStar L4 U1 Reading Writing - Student Book
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LE A R N I NG OUTCOM ES
2 UNIT 1
U N IT
1
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Genius:
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Nature or
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Nurture?
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1 Read this piece about Daniel Tammet, who is considered by many to be a genius. Being
a genius does not mean that all aspects of your life are easy or even that you are good
at everything. Daniel is very successful with some things but challenged by others. Pay
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attention to the boldfaced words.
Autism and autistic spectrum disorder (ASD) are names given to groups of complex
developmental disorders involving the brain. Some of the symptoms of these
disorders are problems with verbal and non-verbal social interaction, the display of
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repetitive behavior, and an inability to be flexible. Many people with ASD
compensate for these challenges and are able to be high-functioning and lead
“typical” lives. Others are more disabled by the disorder.
4 UNIT 1
2 Complete the sentences with the words from the boxes.
1. No one is sure of the exact number of autistic savants with extraordinary abilities there
are in the world, but experts that there are fewer than 100.
3. With the number of passwords needed for everyday life, it is sometimes difficult to
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all of them in your memory.
may be .
is .
10. A(n) can exhibit amazing mental powers and is able to memorize huge
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amounts of information.
11. One of my new job is health insurance, and another is two weeks of
paid vacation.
12. Even though Daniel had not been to Paris in many years, he still had a clear
Go to the Pearson Practice English App or MyEnglishLab for more vocabulary practice.
You are going to read an article about Daniel Tammet, an autistic savant. Before you read,
look at the statements. Check (✓) three things about Daniel that you think you will read in
the article.
1. He can’t drive a car. 4. He has lots of friends.
2. He has trouble remembering things. 5. He has invented his own language.
3. He loves going to the beach. 6. He lives with his parents.
READ
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Read the article about Daniel Tammet on the next page. Create a chart like the one below
to take notes.
TAKE NOTES
6 UNIT 1
The Guardian
A GENIUS EXPLAINS By Richard Johnson
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Daniel Tammet
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1 aniel Tammet is talking. As he talks, he population— and an estimated 1 percent of the
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studies my shirt and counts the stitches. non-autistic population— have savant abilities,
Ever since the age of three, when he but no one knows exactly why.
suffered an epileptic fit1, Tammet has been
4 Scans of the brains of autistic savants suggest that
obsessed with counting. Now he is twenty-six
the right hemisphere might be compensating for
and a mathematical genius who can figure out
damage in the left hemisphere. While many savants
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cube roots quicker than a calculator and recall pi
struggle with language and comprehension (skills
to 22,514 decimal places. He also happens to be
associated primarily with the left hemisphere),
autistic, which is why he can’t drive a car, wire a
they often have amazing skills in mathematics and
plug, or tell right from left. He lives with
memory (primarily right hemisphere skills). Typically,
extraordinary ability and disability.
savants have a limited vocabulary, but there is
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2 Tammet is calculating 377 multiplied by 795. nothing limited about Tammet’s vocabulary.
Actually, he isn’t “calculating”: there is nothing
5 Tammet is creating his own language, strongly
conscious about what he is doing. He arrives at
influenced by the vowel and image-rich languages
the answer instantly. Since his epileptic fit, he
of northern Europe. (He already speaks French,
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has been able to see numbers as shapes, colors,
German, Spanish, Lithuanian, Icelandic, and
and textures. The number two, for instance, is a
Esperanto.) The vocabulary of his language—
motion, and five is a clap of thunder. “When I
“Mänti,” meaning a type of tree—reflects the
multiply numbers together, I see two shapes. The
relationships between different things. The word
image starts to change and evolve, and a third
“ema,” for instance, translates as “mother,” and
shape emerges. That’s the answer. It’s mental
“ela” is what a mother creates: “life.” “Päike” is
imagery. It’s like maths without having to think.”
“sun,” and “päive” is what the sun creates: “day.”
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3 Tammet is a “savant,” an individual with an Tammet hopes to launch Mänti in academic circles
astonishing, extraordinary mental ability. An later this year, his own personal exploration of the
estimated 10 percent of the autistic power of words and their inter-relationship.
1 epileptic
fit: (also referred to as an epileptic seizure) a brief symptom of epilepsy which may include loss of
consciousness, convulsions, or losing muscle tone and slumping to the ground
2 mathematical constant: a special number that is usually a real number and is considered “significantly interesting
is some way”
3 adjudicator: a judge or arbitrator, especially in a dispute or competition
8 UNIT 1
regular blood tests. I hated those tests, but I knew 17 Tammet may have been teased at school, but his
they were necessary. To make up for it, my father teachers were always protective. “I think my
would always buy me a cup of squash4 to drink parents must have had a word with them, so I was
while we sat in the waiting room. It was a worrying pretty much left alone.” He found it hard to
time because my dad’s father had epilepsy and socialise with anyone outside the family, and, with
actually died of it, in the end. They were thinking, the advent of adolescence, his shyness got worse.
‘This is the end of Daniel’s life.’ ”
18 After leaving school with three A-levels (History,
14 He remembers being given a Ladybird book called French and German, all grade Bs), he decided he
Counting when he was four. “When I looked at the wanted to teach—only not the predictable,
numbers, I ‘saw’ images. It felt like a place I could learn-by-rote type of teaching. For a start, he went
go where I really belonged. That was great. I went to teach in Lithuania, and he worked as a
to this other country whenever I could. I would sit volunteer. “It was also the first time I was
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on the floor in my bedroom and just count. I didn’t introduced as ‘Daniel’ rather than ‘the guy who
notice that time was passing. It was only when my can do weird stuff in his head.’ It was such a
mum shouted up for dinner or someone knocked pleasant relief.” Later, he returned home to live
at my door, that I would snap out of it.” with his parents and found work as a maths tutor.
15 One day his brother asked him a sum5. “He asked 19 When he isn’t working, Tammet likes to hang out
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me to multiply something in my head—like ‘What with his friends on the church quiz team. His
is 82 × 82 × 82 × 82?’ I just looked at the floor and knowledge of popular culture lets him down, but
closed my eyes. My back went very straight, and I he’s a shoo-in when it comes to the maths
made my hands into fists. But after five or ten questions. “I do love numbers,” he says. “It isn’t
seconds, the answer just flowed out of my mouth. only an intellectual or aloof thing that I do. I really
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He asked me several others, and I got every one feel that there is an emotional attachment, a
right. My parents didn’t seem surprised. And they caring for numbers. I think this is a human
never put pressure on me to perform for the thing—in the same way that a poet humanises a
neighbours. They knew I was different but wanted river or a tree through metaphor, my world gives
me to have a normal life as far as possible.” me a sense of numbers as personal. It sounds silly,
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but numbers are my friends.”
16 Tammet could see the car park of his infant school
from his bedroom window, which made him feel
safe. “I loved assembly because we got to sing Note: This article originally appeared in The
hymns. The notes formed a pattern in my head, Guardian, a British news publication. Several
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just like the numbers did.” The other children words in the article are written using British
didn’t know what to make of him and would tease spelling and terms, which is sometimes
him. The minute the bell went for playtime, he different from American usage.
would rush off. “I went to the playground, but not
to play. The place was surrounded by trees. While 4 squash: fruit syrup mixed with sugar and water or
the other children were playing football, I would carbonated water
just stand and count the leaves.” 5 sum: (in British English) a calculation
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Articles and textbooks often contain paragraph headings. A paragraph heading is like a
title for the paragraph. It tells readers what they can expect to read about. Choose the best
paragraph heading for each section in the article.
1. Paragraphs 1 and 2
a. Daniel Tammet—mathematical genius
b. Daniel Tammet’s abilities and disabilities
c. Math—how he does it
2. Paragraphs 4 and 5
a. The autistic brain
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b. Mänti—Daniel’s language
c. Not the typical savant
3. Paragraphs 7 and 8
a. Everyday life can be challenging
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b. Overstimulation can be a problem
c. Daniel’s daily routine
4. Paragraphs 10 and 11
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a. Kim Peek and Daniel’s similarities
b. Kim Peek and Daniel’s love of books
c. Daniel and Kim Peek connect
5. Paragraphs 14 and 15
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a. Daniel starts counting
b. Daniel’s math skills emerge
c. Numbers as images
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6. Paragraphs 16 and 17
a. Daniel’s love of singing
b. Daniel’s shyness
c. Problems in school
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10 UNIT 1
DETAILS
1 Reading One gives information about Daniel’s abilities and disabilities. Read the
categories on the left in the chart. Then write the details and examples from the box
next to the correct categories. Finally, identify each detail or example as either an ability
or a disability. Use your notes to help you. Share your completed chart with a partner.
2 Look at your notes and at your answers in Preview. How did they help you understand
the article?
Understanding Assumptions
An inference is an educated guess about something that is not directly stated in a text. A Genius
Explains includes quotes from Daniel Tammet and Kim Peek that show what others might assume
about the two men’s disabilities. What assumptions can you infer from these quotations?
Look at the example and read the assumption and the explanation.
“I just wanted to show people that disability needn’t get in the way.” ( paragraph 6)
Assumption: People think that someone with a disability cannot do as much as someone without
a disability.
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Some people assumed that Daniel’s disability would cause him to have problems in other areas of his
life. By showing people that he could achieve remarkable things, even though he was “technically
disabled,” Daniel wanted to show that their assumptions were wrong. His disability wasn’t going to
hold him back.
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1 Read the quotes from Daniel and Kim. Complete the sentences with assumptions that
people have made about them.
1. Daniel: “It was also the first time I was introduced as ‘Daniel’ rather than ‘the guy who can
do weird stuff in his head.’ ” (paragraph 18)
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Others didn’t think that Daniel was
2 Discuss your answers with a partner. Point out sentences, words, or phrases that helped
you find the answers.
12 UNIT 1
DISCUSS USE YOUR NOTES
Work in a small group. Choose one of the questions. Use your notes to support
Discuss your ideas. Then choose one person in your your answers with information
group to report the ideas to the class. from the reading.
1 Look at the title of the reading and the picture. Write two questions that you think will
be answered in this reading.
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2 Look at the boldfaced words in the reading. Which words do you know the meanings of?
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1 Read the article about Malcolm Gladwell’s book, Outliers: The Story of Success. As you
read, guess the meanings of the words that are new to you. Remember to take notes on
main ideas and details.
2 Compare your notes on main ideas and details with a partner’s. How can you improve
your notes next time?
Go to the Pearson Practice English App or MyEnglishLab for more vocabulary practice.
14 UNIT 1
NOTE-TAKING SKILL
When you mark a text, you identify important information. This helps you read more carefully.
You can also look back at the information you marked to help you study for tests and
complete assignments.
You can underline or highlight information. Only mark the important words. For example, these
marks focus on the author’s use of experts’ words (or appealing to authority) to support his thesis
that success is based on hard work, determination, and persistence.
Malcolm Gladwell has written a fascinating study, Outliers: The Story of Success (Little,
Brown, & Co.), which should make a lot of people feel much better about not achieving
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instant success. In fact, he says it takes about ten years, or 10,000 hours of practice to attain
true expertise.
1 Mark the expert’s words in this paragraph that support the author’s thesis that success is
based on hard work, determination, and persistence. Share your answers with a partner.
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“The people at the very top don’t just work harder or even much harder than everyone
else,” Gladwell writes. “They work much, much harder.” Achievement, he says, is talent plus
preparation. Preparation seems to play a bigger role.
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2 Look at Reading Two again. Mark the information that you think is most important.
1 Complete each statement according to information in the article. Use your notes from
Reading Two to help you. Discuss your answers with a partner.
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1. According to Gladwell, achievement is
2 Review the boldfaced words from the reading with a partner. Use a dictionary or ask
your teacher for any meanings you still do not know.
1 Go back to Reading Two. Underline the quotations. Why do you think Mackay includes
these quotations?
Distinguishing voice is an important reading skill, as it is not always clear whether we are reading
the author’s words or someone else’s words. One indication of a change in voice is the use of
quotation marks. Another indication is a change in pronouns, for example, from third person (he,
she, or they) to first person (I or we). In order to fully comprehend a text, you need to notice when a
shift in voice takes place to make sure you know who is speaking.
Authors often shift the voice in their writing by using quoted speech.
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• Quotations add first-hand validity to a point the author has made.
• Quotations often provide details or examples of what the author has been talking about.
• Quotations can continue the story in another voice for added interest.
In paragraph 3 of Reading Two, Mackay includes two quotations from Malcolm Gladwell’s book.
This adds validity to what Mackay says, as the words are Gladwell’s. In paragraph 5, the author
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includes an extended quotation from Daniel Levitin. This quotation gives several details and
examples of how much time it takes for true mastery to occur.
2 Read the excerpts from Reading One. All quotation marks have been removed. Underline
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the sections where the voice changes from the author’s to someone else’s. Add quotation
marks where necessary. Then discuss these questions with a partner:
• How do you know where the change in voice occurs?
• Who is speaking where you added quotation marks?
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• Why might the author have chosen to use quotations in the examples?
1. To [Tammet], pi isn’t an abstract set of digits; it’s a visual story, a fi lm projected in front
of his eyes. He learnt the number forwards and backwards and, last year, spent five hours
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recalling it in front of an adjudicator. He wanted to prove a point. I memorised pi to 22,514
decimal places, and I am technically disabled. I just wanted to show people that disability
needn’t get in the way. ( paragraph 6)
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16 UNIT 1
2. [Tammet] lives on the Kent coast, but never goes near the beach—there are too many
pebbles to count. The thought of a mathematical problem with no solution makes him feel
uncomfortable. Trips to the supermarket are always a chore. There’s too much mental
stimulus. I have to look at every shape and texture. Every price and every arrangement of
fruit and vegetables. So instead of thinking, ‘What cheese do I want this week?,’ I’m just
really uncomfortable. ( paragraph 7)
3. Peek was shy and introspective, but he sat and held Tammet’s hand for hours. We shared
so much—our love of key dates from history, for instance. And our love of books. . . . I’ve
read more books than anyone else I know, so I was delighted when Kim wanted to meet in
a library. Peek can read two pages simultaneously, one with each eye. He can also recall,
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in exact detail, the 7,600 books he has read. . . . He is such a lovely man, says Tammet. Kim
says, ‘You don’t have to be handicapped to be different—everybody’s different.’ And he’s
right. ( paragraph 11)
4. He remembers being given a Ladybird book called Counting when he was four. When I
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looked at the numbers, I ‘saw’ images. It felt like a place I could go where I really belonged.
( paragraph 14)
ORGANIZE
USE YOUR NOTES
Reading One (R1) and Reading Two (R2) both talk about
genius. A Venn diagram can be used to show where the Review your notes from
ideas about genius are found. Read the statements in Reading One and Two. Use
the box. Write the statement in the correct part of the the information in your
diagram. Include the paragraph number where the notes to complete the chart.
information is found.
1. “Genius” may be the 2. A person can be a genius 3. People at the top (experts)
result of brain chemistry. and also be disabled. work harder than other
people.
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4. Genius = talent + hard 5. “Genius” is being studied 6. Expertise requires a lot of
work. by scientists. practice.
7. Special talents can also
cause problems.
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A Genius Explains (R1) Both 10,000 Hours (R2)
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"Genius" may be the result
of brain chemistry. (para 4)
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SYNTHESIZE
Look back at the readings about Daniel Tammet and Malcolm Gladwell’s theory and at the
work you did in Organize. Based on this information, write two paragraphs. One paragraph
will be about Daniel Tammet. The other paragraph will be about Malcolm Gladwell’s idea
of what makes a person an expert, including examples of some of the people he mentions.
You may also write a third paragraph discussing any similarities between the two readings.
18 UNIT 1
3 FOCUS ON WRITING
VOCABULARY
REVIEW
Complete the word scramble puzzle. Rearrange the letters to form vocabulary words from
the unit. Use the circled letter from each word to find the bonus word.
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1. e a i t c t r n o n i i n t e r a c t i o n communication or collaboration
3. g a s o s n i t n i h amazing or surprising
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4. f r o a m t r n s to change
8. n m r i e g g e starting to appear
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9. u n x a o i s nervous or eager
1 Complete the chart with the correct word forms. Some categories can have more than
one form. Use a dictionary if necessary. An X indicates that you do not need to put a
form in that category.
3. Daniel Tammet’s life is very ; he always drinks his tea at the same time.
20 UNIT 1
anxious compensate emerging estimated interaction
7. Scientists that there are fewer than 100 autistic savants alive today.
9. Tammet also chooses to work at home because he has trouble with social
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.
10. The symptoms of ASD usually begin to when a child is two or three
years old.
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CREATE
APPLY Rewrite the sentences by replacing the underlined word with the form of the word
noted in parentheses. Make any necessary grammatical changes.
1. Because I know Daniel Tammet well, I can predict how he will react in certain
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situations. (adjective)
Because I know Daniel Tammet well, how he will react in certain situations is very predictable.
2. Many people who suffer from ASD have problems with flexibility. (adjective)
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3. According to Gladwell, the transformation of talent into expertise requires at least
10,000 hours. (verb)
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4. A lack of structure can cause anxiety for Daniel Tammet. (adjective)
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5. For many people with ASD, being able to interact socially is difficult. (noun)
6. Brain scans of autistic savants suggest that there might be compensation being done by the
right hemisphere for damage to the left. (verb)
8. Daniel Tammet memorized pi to 22,514 decimal places to show that, although he is technically
disabled, it doesn’t stop him from being successful. (noun)
Go to the Pearson Practice English App or MyEnglishLab for more vocabulary practice.
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GRAMMAR FOR WRITING
a. In the first sentence, did Daniel start school first, or did he have a seizure first?
b. In the second sentence, did Daniel travel to France before he graduated?
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c. In the third sentence, which happened first: Daniel’s move to Lithuania or living with a
family in France?
d. What helped you decide the order of events in these sentences?
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Past Perfect
24 UNIT 1
3 APPLYStudy the timeline of Daniel Tammet’s life. Use the information in the timeline to
complete the sentences using the past perfect or simple past.
Go to the Pearson Practice English App or MyEnglishLab for more grammar practice.
Check what you learned in MyEnglishLab.
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In this unit, you read about different geniuses and how they achieved their expertise.
You are going to write a summary paragraph about a genius. This person can be alive
now or from the past. Be sure to include why this person is considered a genius and
how he or she achieved expertise.
For an alternative writing topic, see page 31.
1 Work in a small group. Brainstorm a list of geniuses. The person can be from any
time period or culture. Don’t stop to discuss the genius. Focus on thinking of as many
examples as possible.
1. 6.
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2. 7.
3. 8.
4. 9.
5. 10.
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2 Now work individually. Choose one genius that you find interesting and want to write
about. Research this person to find information about his or her life and achievements.
Be sure to include why this person is considered a genius and how he or she achieved
expertise. Take notes about what you find out. Make sure the notes are in your own
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words and not copied word-for-word.
WRITE
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Writing a Summary Paragraph
A paragraph is a group of sentences that are related and deal with a single topic. A summary
paragraph identifies and extracts the main idea from a text, leaving out less important details. All
summary paragraphs have a topic sentence with a controlling idea.
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The topic sentence is an essential part of all well-written paragraphs. The topic sentence controls
the content of the rest of the paragraph. This control helps the writer focus on supporting ideas
in the paragraph that are directly related to the topic sentence. The first step in writing a topic
sentence is to choose a topic and find a point of view or main idea about it.
Topics Main Idea
Mozart Mozart is considered a prodigy.
Autistic savants Autistic savants have specific abilities or skills.
Malcolm Gladwell Malcolm Gladwell has written a fascinating book.
continued on next page
26 UNIT 1
The next step is to narrow the main idea even more by finding a controlling idea. The controlling
idea is the idea you want to explain, illustrate, or describe in the paragraph. It makes a specific
statement about a topic. The controlling ideas in the topic sentences below are underlined.
Main Idea Main Idea + Controlling Idea = Topic Sentence
Mozart is considered a prodigy. Mozart is considered a prodigy because he achieved huge
musical accomplishments at a very young age.
Autistic savants have specific Although autistic savants have specific abilities or skills, they
abilities or skills. may have other limitations, especially problems with social
interactions.
Malcolm Gladwell has written a Malcolm Gladwell has written a fascinating book, which
fascinating book. emphasizes the importance of hard work.
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1 Read this paragraph about autistic savants. Then answer the questions.
Autistic savants have specific abilities or skills, but they are not without certain limitations in
other areas of life. An autistic savant is a person with an unusual ability, skill, or knowledge that is
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much more developed than that of an average person. In fact, many savants have highly developed
mathematical skills. Others are able to retain large amounts of information in their memory. For
example, some autistic savants can recite entire dictionaries or telephone books word-for-word. Still
others are able to draw detailed maps of an area after flying over it once in a helicopter. Despite the
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fact that the autistic savant has these specific abilities or skills, he or she may have difficulties with
other types of mental or physical tasks and social interactions. For instance, some savants may have
trouble doing simple tasks, such as tying their shoes or driving a car. Additionally, an autistic savant
may have problems talking to people or even making eye contact. So, despite their advanced skills
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and abilities in certain areas, savants may encounter difficulty with seemingly simple tasks.
3. How does the content of the rest of the paragraph relate to the topic sentence?
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28 UNIT 1
2. Scientists debate the importance of nature versus nurture. In other words, the debate of
nature versus nurture asks the question: “What part does nature—the genetic information
that you have inherited from your parents—play in your development? And, conversely, what
part does environment—what you eat, where you went to school, how your parents raised
you—play?” In an effort to understand the importance of each of these factors, there have
been many studies using twins who were separated at birth. While these studies are not
conclusive, there were instances where the separated twins had developed in a remarkably
similar manner. Nevertheless, the reasons for this may also have to do with environment
(nurture). Even though they were raised by different families, the environments could have
been quite similar.
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3. Malcolm Gladwell is a talented author. His book Outliers was published in 2008 and was
number one on the New York Times bestseller list for eleven straight weeks. It followed
The Tipping Point, which was published in 2000. The Tipping Point addresses the
individual’s ability to change society. This non-fiction bestseller was followed by Blink in
2005. Blink is about thinking. Why are some people able to make brilliant decisions in the
blink of an eye while others seem to always make the wrong decision? Blink also was a
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non-fiction bestseller.
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4 Use your outline and your notes from Prepare to Write on page 26 and Organize on
page 18 to write the first draft of your summary paragraph. Make an organizer to help
you plan your ideas.
• Make sure to include a clear topic sentence and content that supports it.
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• Write a topic sentence that introduces the genius that you are going to write about and
includes a controlling idea.
• Use the past perfect and time words to show the correct order of events.
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REVISE: Identifying and Correcting Sentence Fragments
Sentence fragments are incomplete sentences. They are often lacking a subject or verb. Other
fragments may be dependent clauses that are not connected to an independent clause. These
fragments are usually introduced by a relative pronoun (that, who, which, whom, etc.) or a
subordinating conjunction (after, although, because, since, when, etc.). Look at the fragments
and their problems.
3 Work with a partner. Use the strategies in the box above to correct each item you
identified as a sentence fragment in Exercise 2.
30 UNIT 1
EDIT: Writing the Final Draft
APPLY Write the final draft of your paragraph and submit it to your teacher. Carefully edit
it for grammatical and mechanical errors, such as spelling, capitalization, and punctuation.
Consider how to apply the vocabulary, grammar, and writing skills from the unit. Use the
checklist to help you.
APPLY Daniel Levitin states that it takes 10,000 hours of practice to achieve true world-class
expertise. Nevertheless, many people have put in that amount of practice in their fields and
still have not achieved world-class expertise. Why do you think they were not successful?
What makes the experts different from the others who have also put in 10,000 hours of
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practice? Explain. Use the grammar and vocabulary from the unit.
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CHECK WHAT YOU’VE LEARNED
Check (✔) the outcomes you’ve met and vocabulary you’ve learned. Put an X next to the
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skills and vocabulary you still need to practice.
Go to MyEnglishLab to watch a video about child prodigies, access the Unit Project, and take the
Unit 1 Achievement Test.