SEMANTICTS

INTEGRATED READING
Elina agustin
Tri Hayatul Luthfi
Syifa fakhirah
Isrohillah
Siti Fatimatul Zuhro
Muhammad Fatih
Siti Nadiatul Husna
Intan lestari
Fuad Fauzi
Varian Al ramadhan
Muhammad Solehudin
Natasya Sabrina

 TABLE OF

CONTENTS

TUNIT 1 : WORD AND PHRASES DETERMINSTION OR VOCABULARY

BUILDING

UNIT 2 : ORGANIZATIONAL PATTERNS AND THE FEATURES OF THE TEXT

UNIT 3 : SKIMMING AND SCANNING

UNIT 4 : PREDICTING, INFERRING AND GUESSING

UNIT 5 : THE MAIN IDEA AND SUPPORTING DETAILS IN A

TEXT

UNIT 6 : A WRITER’S PURPOSE, INTENDED MEANING

UNIT 7 : REFERENCE AND INTERENCE

UNIT 8 : PARAPHRASING

UNIT 9 : STORY PLOT OR SEQUENCE

UNIT 10 : CAUSE-EFFECT RELATIONSHIP

UNIT 11 : COMPARE AND CONTRAST

UNIT 12 : INDUCTIVE AND DEDUCTIVE

CONCLUSIONS
 WORD AND PHRASES DETERMINSTION

OR VOCABULARY BUILDING

In determining words and phrases

in English there is something called
tokenization. Tokenization is a
process to get list of words, pharses
or other forms needed from a
sentence.

The result of tokenization

process usually called token.
Tokenization is one of preprocessing method
in Word Sense Disambiguation (WSD),
process to determine meaning or sense of a word.
Term ”word” in WSD,
can be described as single word
or multiple word called phrase.

Phrase can be determined

by its meaning, which are a phrase
that can create a new meaning
from different from each word’s meaning
 (eg: take off) and a phrase that
still have the same meaning with each
words (eg: this morning).

When sense of a phrase is determine

by senseof each words that construct
that phrase,

it will less accurate than

if it is determined as a phrase.
This research will try to find the phrase
, that has new meaning,
in an english sentence.

Input of system is a sentence and it

will generate list of phrases.
The first step to find those phrases is
sentence tagging using Stanford
PoSTagger

followed by tokenization
process to generate words,
the last step is
to combine
each words using
Bubble combination
or Insertion combination
to find phrase based on wordnet.

The experiment will compare

between result generated
by application validation
 that being done by few english
lecturers, to 65 sentences. The
results
show that application able to
generate phrase up to 85.14%
precision dan 96,92% recall.

Characteristics of phrase:
1.Creating a new meaning of the word (two
Words Verb/Phrasal Verb)

Example of a take, a common meaning carry out, but when

combined in a phrase becomes a take off word
mempunyai arti depart from the ground.
If expanded, the formation of a new sense of
A word puff can set off proverbs
 2. Changing type of words
READING TEXT
in the word smile,
the general meaning of express with a
Smile, but when combined
in a phrase be
kata the smile mempunyai arti a facial
expression characterized by turning up the
corners of the
Mouth. Smile said
the smile was a change
Types of words from verb to noun
 ORGANIZATIONAL PATTERNS AND

THE FEATURES OF THE TEXT

Patterns of organization show the

relationships between supporting details
in paragraphs, essays, and chapters. The
organizationof the supporting details
helpsyou understand how an author
thinksand helps you remember what you
read.While the table below explains the
characteristics ofthe patterns and
givessample signals and sentences, keep
in mind that there may be additional
signals not mentioned.
 Plus, a topic sentence
or thesis statement might not predict the
organization
of the paragraph.
Read the entire selection. Not every
piece of writing fits neatly into
these categories.In the real world,
many texts contain sections
and passages that
combine two or
more patterns of organization.
 “Food labels provide
important information.
For example, the label on
Rich Harvest Sweet Dark
Whole Grain bread states
that one slice has 120
calories.”

“The term urban university

goes beyond a geographic
location and extends, for
example, into a
university’s commitment,
philosophy, and
programs.”
Not every piece of writing fits neatly into
these categories.In the real world,
many texts contain sections and
passages that combine two or more
patterns of organization.
 SKIMMING & SCANNING

Skimming and scanning are reading techniques

that use rapid eye movement and keywords to
move quickly through text for slightly different
purposes.
Skimming is reading rapidly
in order to get a general overview of the material.
While skimming tells you
what general information is within a section,
scanning helps you locate a particular fact.
Skimming is like snorkeling, and scanning is more
like pearl diving.
Use skimming in previewing
(reading before you read), reviewing (reading after you
read),
determining the main idea from a long selection you
don't wish to read, or when trying to find source material
for a research paper.
 To skim, prepare yourself to move rapidly through the
pages. You will not read every word; you will pay special
attention to typographical cues-headings, boldface and
italic type, indenting, bulleted and numbered lists. You will
be alert for key words and phrases, the names of people
and places, dates, nouns, and unfamiliar words. In general
follow these steps:

1. Read the table of contents or chapter overview to learn

the main divisions of ideas.
2. Glance through the main headings in each chapter just
to see a word or two. Read the headings of charts and
tables.
3. Read the entire introductory paragraph and then the
first and last sentence only of each following paragraph.
For each paragraph, read only the first few words of each
sentence or to locate the main idea.
4. Stop and quickly read the sentences containing
keywords indicated in boldface or italics.
5. When you think you have found something significant,
stop to read the entire sentence to make sure. Then go on
the same way. Resist the temptation to stop to read details
you don't need.
6. Read chapter summaries when provided.
If you cannot complete all the previous steps, compromise:
read only the chapter overviews and summaries, for
example, or the summaries and all the boldfaced
keywords.

Good skimmers do not skim everything at the same rate or

give equal attention to everything. While skimming is
always faster than your normal reading speed, you should
slow down in the following situations:

• When you skim introductory and concluding paragraphs

• When you skim topic sentences
• When you find an unfamiliar word
• When the material is very complicated
 the goal of scanning is to locate and swoop down on
particular facts. Don't forget to scan tables of contents,
summaries, indexes, headings, and typographical cues. If
after skimming you decide the material will be useful, go
ahead and scan:

1. Know what you're looking for. Decide on a few key words

or phrases–search terms, if you will. You will be a flesh-
and-blood search engine.
2. Look for only one keyword at a time. If you use multiple
keywords, do multiple scans.
3. Let your eyes float rapidly down the page until you find
the word or phrase you want.
4. When your eye catches one of your keywords, read the
surrounding material carefully.
If you are scanning for facts to answer a specific question,
one step is already done for you: the question itself
supplies the keywords. Follow these steps:

1. Read each question completely before starting to scan.

Choose your keywords from the question itself.
2. Look for answers to only one question at a time. Scan
separately for each question.
3. When you locate a keyword, read the surrounding text
carefully to see if it is relevant.
4. Re-read the question to determine if the answer you
found answers this question.
 PREDICTING, INFERRING

AND GUESSING

This micro case study on the use of inferring and

predicting chart for learning interpretive reading showed
that most of the students gave positive perceptions on the
strategy application. There were some minor negative
perceptions too. The positive perceptions were the use of
the word “good” and “easy” to describe the use of the chart
for learning reading.

These positive perceptions showed the students’ fondness

and eagerness to use new strategy to improve their
reading comprehension especially in Interpretive Reading
course. According to the students, the merits of using the
chart compared to the traditional lecturing method were; it
is quite challenging, different from traditional lecturing
method, and make them learn reading systematically.
 The students’ answers for the second question
implied the use of the chart helped
them to make their own picture
or mental image that was important for
idea processing stage of reading.
The drawbacks of using the chart compared to the
traditional lecturing method, according to the
students,
were the puzzlement
on making use the explicit
and implicit information
from the text to guess the author’s meaning
intention.
 Their puzzlement on how to make inferences
from the text was natural reaction to the shift of
teacher-centered-strategy to learner-centered-
strategy.

The suggestions given for the chart‘s application

improvement
were adding vocabularies and phrasal understanding
sessions before
they started to do the chart
and asking the lecturer to guide them in conclusion
drawing process.
The students’ positive perceptions toward the use of
inferring and predicting chart
for learning interpretive reading should became
the foundation for further

and better development of the strategy.

 THE MAIN IDEA AND

SUPPORTING DETAILS IN A TEXT

The topic is the broad, general theme or

message. It is what some call the subject.
The main
idea is the "key concept" being expressed.
Details, major and minor, support the main
idea by telling how, what, when, where, why,
how much, or how many. Locating the topic,
main idea, and supporting details helps you
understand the point(s) the writer is
attempting to express. Identifying the
relationship between these will increase your
comprehension.
 Grasping the Main Idea:
A paragraph is a group of sentences related to a particular
topic, or central theme. Every paragraph has a key
concept or main idea. The main idea is the most
important piece of information the author wants you to
know about the concept of that paragraph. authors
compose paragraphs. An author organizes each
paragraph's main idea and supporting details in support of
the topic or central theme, and each paragraph supports
the paragraph preceding it.

A writer will state his/her main idea explicitly somewhere in

the paragraph. That main idea may be stated at the
beginning of the paragraph, in the middle, or at the end.
The sentence in which the main idea is stated is the topic
sentence of that paragraph. The topic sentence announces
the general theme ( or portion of the theme) to be dealt
with in the paragraph. Although the topic sentence may
appear anywhere in the paragraph, it is usually first – and
for a very good reason. This sentence provides the focus
for the writer while writing and for the reader while
reading.
 A writer will state his/her main idea explicitly
somewhere in the paragraph. That main idea may be
stated at the beginning of the paragraph,
in the middle, or at the end.
The sentence in which the main idea is stated is the
topic sentence of that paragraph.
The topic sentence
announces the general theme
( or portion of the theme) to be dealt with in the
paragraph. Although the topic sentence may appear
anywhere in the paragraph,
it is usually first – and for a very good reason.
This sentence provides the focus for the writer while
writing and for the reader while reading.
 Identifying the Topic:

he first thing you must be able to do to get at the main

idea of a paragraph is to identify the topic – the subject of
the paragraph. strategy for topic identification is simply to
ask yourself the question, "What is this about?" Keep
asking yourself that question as you read a paragraph,
until the answer to your question becomes clear.
Sometimes you can spot the topic by looking for a word or
two that repeat. Usually you can state the topic in a few
words.
 Let us try this topic-finding strategy. Reread the first
paragraph under the heading Grasping the Main Idea. Ask
yourself the question, "What is this paragraph about?" To
answer, say to yourself in your mind, "The author keeps
talking about paragraphs and the way they are designed.
This must be the topic – paragraph organization." Reread
the second paragraph of the same section. Ask yourself,
"What is this paragraph about?" Did you say to yourself,
"This paragraph is about different ways to organize a
paragraph"? That is the topic. Next, reread the third
paragraph and see if you can find the topic of the
paragraph. How? Write the topic in the margin next to
this paragraph. Remember, getting the main idea of a
paragraph is crucial to reading.
 WRITTER’S PURPOSE

What is the Writer's Purpose?

Every writer has a purpose for writing. In fact, most writers
have multiple purposes. A student writing an essay for a
class might want to accomplish several things, including
completing the particular assignment as required, learning
something new, improving writing skills, convincing others
to adopt a particular point of view about an issue, and
getting a good grade. An employee working on a project
status report for a business might want to convey key
information to his or her superiors, earn a manager's
approval, perform well enough to earn a promotion, and
gain valuable experience in project management.
Understanding a writer's purposes can help you
understand one of the most important aspects of the
writing situation. Among other factors, identifying a writer's
purposes can help you understand the writer's decisions
about the content, structure, and design of a document.
 As a writer, understanding your purposes can help you in
virtually every aspect of your writing process.
Knowing what you want to accomplish will help you select
your topic,
consider your readers' needs and interests, and choose
appropriate evidence to support your points. I
t will also help you with decisions regarding tone, style, and
document design
A writter’s purpose is his reason for
or intent in writing.
An writter’s purpose may be to amuse the reader, to
persuade the reader, to inform the reader,
or to satirize a condition.
An author writes with
one of four general purposes in mind:
1. To relate a story or to recount events, an
author uses narrative writing.
2. To tell what something looks like,
sounds like, or feels like,
the author uses descriptive writing
3. To convince a reader
to believe an idea or
to take a course of action,
the author uses persuasive writing.
4. To inform or teach the reader,
the author uses expository writing.
An writter’s purpose is reflected in the way he writes about
a topic. For instance, if his purpose is to amuse, he will use
jokes or anecdotes in his writing.
Clues to an writter’s purpose may be found in titles,
prefaces, and the writter’s background.

Examples of Reading Text of the Writter’s Purpose in

Writing.
Text 1
The word is terracide. It is not committed with guns and
knives, but with relentless bulldozers, roaring dump trucks,
and giant shovels like mythological beasts. Dynamite cuts
and rips apart mountains to reach the minerals inside,
leaving nothing but empty, naked hills. The land is left
wasted and allowed to slide down upon houses and into
streams, making the land unlivable and the stream water
undrinkable. This is terracide, or if you prefer, strip mining.

 Text 2
To make a delicious New England pit, proceed as follows:
take some water and flour; then construct a bullet-proof
dough. Make this into a disk-shaped object. Dry it for a
couple of days in a mild temperature. Pour on stewed
dried apples and slabs of citron; leave it in a safe place
until it petrifies. Serve cold at breakfast and invite your
mother-in-law.

Text 3
I will try to give the reader of this article some idea of the
real nature of Gothic architecture, not just of Venice, but of
universal Gothic. One of the most interesting parts of our
study will be to find out how far Venetian architecture went
in achieving the perfect type of Gothic, and how far it fell
short of it.
 INTENDED MEANING
Examples of 'intended' in a sentence intended
These examples have been automatically selected and
may contain sensitive content.
• Some of these, directly opposite to the intended effect,
could harm consumers.
• Police were trying to establish if she was the intended
target of Tuesday's attack or whether she was caught in
the crossfire of warring mob families.
• Their intended target was dead before he had a chance
to hear the shot that killed him.
• It is also disconcerting that quite a few intended runners
have been withdrawn at short notice.
• We drove our lost academic to his intended destination
so his schedule would not be ruined.
• This was its direct and intended effect.
• To most of his intended audience he is invisible.
• The intended victim gave itself away when it blew on
reaching the air.
 Reference and Inference

You have already come across the notion

of reference in the section on Semantics

where it was contrasted to sense, and

defined as the relation between the

linguistic expression and the entity in the

real world to which it refers. However,

words themselves actually do not refer to

anything but the people using them.

 Reference, as the act of the

speaker/writer using a linguistic form to

enable a listener/reader to identify

something, depends on the speaker's

intentions (e.g. to refer to sth.) and on the

speaker's beliefs (e.g. so the listener can

identify the speaker's intention).

Since successful reference does not only

depend on the speaker but also on the

listener, we have to include the notion of

inference, which denotes the process of

decoding the pragmatic meaning of an

utterance. In order to do so, the listener

uses additional knowledge to make sense

of what has not been explicitly said.

 Reading text :

Have a look at the following three

sentences and figure out the difference

between the referring expressions set in

boldface:

a. There's a woman waiting for you.

b. She wants to marry a man with lots of

money.

c. I'd like to see a unicorn.

 Paraphrasing

The paraphrasing is an alteration of a text so that the

result differs sufficiently from the original source but also
keeps the sense contained in the original text. In addition,
parafesis can be used to express notes or to make
summaries. Paraphrasing isa highly effective and
important way in the world of plagiarism to avoid the risk
of plagiarism.
More succinct, paraphrasing means expressing the mind,
meaning and attitude of another writer in your own words,
in a creative way that produces an easily understood and
attractive output. Hence, this practice of paganism is
similar to quoting, but it was done in person, without the
use of the original writer's words.
 QUOTING
ideas or opinions are drawn from different sources. The
repetition of one expression as part of another, especially
when the expression quoted is well-known or in letters
linked by quotations to the original source, and is marked
by (interspersed with) quotes.
(citation) split into 2 is direct and commercialized.

1. Direct quotation
Is the exact same quotation of the original text, there is no
room for change. When something is misjudged or
questionable, we signal it ] which means we simply quote
according to the original and take no responsibility for the
mistake. For short quotations use a quote (" ") to show that
these are words of another person.
2.indirect quotation
Is an indirect quotation that simply takes the essence of
what we quote. They are not directly written and combine
with the text we create and we need no quote. In this case,
it allows punters to change the sentence of the writer's
idea with the language of the prying artist on the condition
that they do not change the meaning of the idea. Hence,
the shoplifter is responsible for his citation.
 Example 1
The challenge for you as a student nurse is to move
beyond mastering the skills of data collection to develop
your Confidence in analysing and interpreting findings,
identifying and clustering abnormal data and determining
nursingPriorities. Although nurses lack the depth of
knowledge and expertise that experienced nurses have,
they
Can still learn to improve their clinical judgement skills.
Etheridge (2007) found that new nurse graduates learned
to
 “think like a nurse” and develop confidence in making
clinical judgements through multiple clinical experiences
with a
Wide variety of patients, support from educators and
experienced nurses, and sharing experiences with their
peers.
Making the most of clinical placements by seeking
opportunities to develop these skills is essential in the
transition
From student nurse to beginning practitioner.
 Example 2
Her impoliteness, gossiping, and general lack of respect at
dinner infuriated me.
This rephrasing maintains the same meaning but is
rearranged in a creative way.

Example 3
I was mad when she started spreading rumors, making
inappropriate comments, and disrespecting other guests
at our dinner.
Another paraphrase, this rewording properly and
interestingly rearranges the information provided in the
original sentence.
 Sequence

In mathematics, a sequence is an enumerated collection of

objects in which repetitions are
allowed and order matters.
Like a set, it contains members (also called elements, or
terms).
The number of elements (possibly infinite) is called the
length of the sequence.

Unlike a set, the same elements can

appear multiple times at different positions in a sequence,
and unlike a set, the order does matter.
Formally, a sequence can be defined as a function from
natural numbers
(the positions of elements in the sequence)
to the elements at each position. The notion of a sequence
can be generalized to an indexed family,
defined as a function from an index set that may not be
numbers to another set of elements.
 Sequence and series is one of the basic topics in
Arithmetic. An itemized collection of elements in which
repetitions of any sort are allowed is known as a sequence,
whereas series is the sum of all elements. An arithmetic
progression is one of the common examples of sequence
and series.

In short, a sequence is a list of items/objects which have

been arranged in a sequential way.
A series can be highly generalized as the sum of all the
terms in a sequence. However, there has to be a definite
relationship between all the terms of the sequence.
 Types of Sequence and Series
Some of the most common
examples of sequences are:

Arithmetic Sequences
Geometric Sequences
Harmonic Sequences
Fibonacci Numbers
Arithmetic Sequences
A sequence in which every term is
created by adding or subtracting
a definite number
to the preceding number is an arithmetic sequence.
 What is the plot of a story? The answer is pretty simple,
actually.

Plot is the way an author creates and organizes a chain of

events in a narrative. In short, plot is the foundation of a
story. Some describe it as the "what" of a text (whereas the
characters are the "who" and the theme is the "why").

This is the basic plot definition. But what does plot do?

The plot must follow a logical, enticing format that draws

the reader in. Plot differs from "story" in that it highlights a
specific and purposeful cause-and-effect relationship
between a sequence of major events in the narrative.
 Cause and Effect

Cause and effect means cause and effect. Sentences that

express cause contain events or something that is the
reason or background of a problem or event. While the
result sentence describes an event which is an effect or
impact that occurs from an activity.
Cause
- Cause (noun) : literally means cause or cause, it can be
something or someone who makes something happen.
- Example: The cause of global warming involves the
overuse of a motorist vehicle. (The cause of global warming
is the continuous use of motorized vehicles)
- Cause (verb) : linguistically means an activity that causes
something to happen.
- Example: The overuse of motorist vehicle causes global
warming. (Continuous use of motorized vehicles can cause
global warming)
 Effect
Effect (Noun) an effect and impact that occurs from an
activity or event.
Example : The weather had an effect on her emotion
- Affect (Verb) is an activity that has an impact or effect that
causes something to happen.
The weather affects her emotion.
Above is an example of cause and effect in a sentence.
However, not only in the form of sentences, cause and
effect can also be used in the form of clauses and
paragraphs. In the use of clauses, expressing cause and
effect occurs in one sentence but is separated into two
clauses separated by a conjunction and a comma.
 Compare & Contrast Essay

Comparing and contrasting means looking

for similarities and differences between
two things, which you can see nicely in a Venn diagram.

Compare and contrast

is a rhetorical style that discusses the similarities
and differences
of two or more things: ideas, concepts, items, places, etc.
This rhetorical style
is one that you’ll see often as a complete essay,
but you may also use it quite a lot within
paragraphs of any kind of essay in
which you need to make
some kind of comparison to help illustrate a point.
 A compare and contrast essay does two things: It
discusses the similarities and differences of at least two
different things. First, you must find a basis of comparison
to be sure that the two things have enough in common.
After that, you identify their differences. You may structure
the compare and contrast essay using either the
alternating method (stating one aspect of one thing and
immediately discussing the same aspect of the other item
and how they are similar or different) or the block method
(discussing all of the aspects of one thing and then
discussing all of the aspects of another).
 How to write a compare-and-contrast essay
When writing a compare-and-contrast essay, it helps to
figure out two things: what your thesis is (the subject
matter) and how you plan to structure it.

Thesis
First things first: You need to choose which subjects you’re
comparing. This isn’t always easy, especially if you have to
pick the subjects on your own.
 For inspiration, here are some compare-and-contrast
essay example topics:

Opposing options for a certain category

fossil fuels and renewable resources
Coca-Cola and Pepsi
Related works of arts or cultural movements
Mona Lisa and The Girl with a Pearl Earring
’80s punk rock music and ’90s grunge music
People who are similar, connected, or associated with each
other
Elon Musk and Thomas Edison
The state of affairs at different time periods
London in the 1600s and London now
the LGBTQIA+ community before and after Stonewall
Two different but related places
Roman Empire and Greek Empire
Opposing theories or beliefs
loop quantum gravity and string theory
evolution and creationism
Opposing viewpoints or opinions
liberalism and conservatism
Topics that are often confused with each other
fascism and despotism
 Once you’ve settled on your subjects, you can begin
generating ideas. It helps to first list all the similarities and
differences between your subjects. When you see them all
written down, you can start formulating connections and
decide what structure to use for your compare-and-
contrast essay.

If you’re stuck, try making a Venn diagram. This is a visual

aid that helps you understand which characteristics your
subjects share, and which ones are exclusive.

Looking at your lists, you can then decide on the thesis. To

do so, ask yourself a few questions: What are you trying to
show in your compare-and-contrast essay? What do you
want your reader to take away? For example, do you want
to emphasize that Elon Musk is a modern-day Thomas
Edison, or that they are tey two very distinct individuals?
 Comparative: at the following comparison level, you must
have at least 2 Subjects.

Example:
>>> The snake is longer than the tiger.
Superlatives: at this level of comparison, you must have at
least 3 Subjects or more.

Example:
>>> Snake is more dangerous than Tiger but Lion is the
most dangerous of all.
Further explanation of Compare and Contrast Paragraph
“Digital Watch”
I will give the following 3 Subjects with their specifications:
Check out the image below
 Deductive and Inductive Conclusion

Deductive Conclusion
Deductive reasoning is a basic form of
valid reasoning. Deductive reasoning, or deduction, starts out
with a general statement, or hypothesis, and examines the
possibilities to reach a specific,
logical conclusion, according to
California State University.
The scientific method uses deduction to test hypotheses and
theories. "In deductive inference,
we hold a theory and based on it we make a prediction of its
consequences.
That is,
we predict what the observations should be if the theory were
correct. We go from the general — the theory — to the specific —
the observations,
" said Dr. Sylvia Wassertheil-Smoller, a researcher and professor
emerita at Albert Einstein College of Medicine.
 Deductive reasoning usually follows

steps. First, there is a premise, then a

second premise, and finally an inference.

A common form of deductive reasoning is

the syllogism, in which two statements —

a major premise and a minor premise —

reach a logical conclusion. For example,

the premise "Every A is B" could be

followed by another premise, "This C is

A." Those statements would lead to the

conclusion "This C is B." Syllogisms are

considered a good way to test deductive

reasoning to make sure the argument is

valid.
 Reading text For example :

"All men are mortal. Harold is a man.

Therefore, Harold is mortal." "All bald men

are grandfathers. Harold is bald. Therefore,

Harold is a grandfather,"

For deductive reasoning to be sound, the

hypothesis must be correct. It is assumed

that

the premises, "All men are mortal" and

"Harold is a man" are true. Therefore, the

conclusion is logical and true. In deductive

reasoning, if something is true of a class of

things in general, it is also true for all

members of that class.

According to California State University,

deductive inference conclusions are certain

provided the premises are true. It's possible

to come to a logical conclusion even if the

generalization is not true. If the

generalization is wrong, the conclusion may

be logical, but it may also be untrue. All bald

men are grandfathers. Harold is bald.

Therefore, Harold is a grandfather," is valid

logically but it is untrue because the original

statement is false.
 Inductive Conclusion

Inductive reasoning is the opposite of

deductive reasoning. Inductive reasoning

makes broad generalizations from

specific observations. Basically, there is

data, then conclusions are drawn from

the data. This is called inductive logic,

according to Utah State University.

"In inductive inference, we go from the

specific to the general. We make many

observations, discern a pattern, make a

generalization, and infer an explanation

or a theory," Wassertheil-Smoller told

Live Science. "In science, there is a

constant interplay between inductive

inference (based on observations) and

deductive inference (based on theory),

until we get closer and closer to the

'truth,' which we can only approach but

not ascertain with complete certainty."

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WE WANT TO SAY

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YOU