UNIVERSITY SULTAN MOULAY SLIMANE

FACULTY OF ARTS AND HUMANITIES

DEPARTMENT OF ENGLISH STUDIES
BENI MELLAL
Reading Comprehension and Précis
Semester 2
(Group 3)
ACADEMIC YEAR
2020-2021
Pr. Otman Bychou
 Strategies and Techniques for Comprehension and Précis
The skill of reading, the power of grasping the essentials, and the ability to express what has been
understood, concisely and in your own words—these are qualities required for tackling reading
comprehension tests as well as précis-writing. If in a comprehension test you need to read and ‘comprehend’
or understand what is written well enough to answer the questions correctly, the same understanding is
required before you can summarise a passage (write a précis) effectively. The ability to express yourself
concisely and precisely in your own words requires you to have a keen mind and a good vocabulary. This
quality, again, is not limited to success in an examination, but will help you in the long run. In this age of
information, the power of communication has acquired an importance it has not enjoyed for a long time,
and it is valued in practically every field of work.

READING COMPREHENSION
Reading comprehension tests comprise passages followed by questions. You are expected to read
and understand the passage and answer the questions based on the passage. Easy? Of course, it could be
very easy if you had all the time in the world. But you need to be both fast and correct in the time limit set
for a test. There are some techniques of approaching this test for better results.

The Three-Stage Approach

A time-tested approach to mastering comprehension passages is the three-stage method: (i) preview,
(ii) read, and (iii) review. This is a good strategy, specially for longer passages (in the range of 400 to 800
words).

Previewing
There are two ways to do this. One way is to glance through the passage, allowing your eyes to move
down the page, skimming the contents and gathering whatever information you are able to. The other is to
actually read some of the sentences from the passage; the first few sentences of the passage; the first and
last sentences of each paragraph; the last few sentences of the passage. Glance through the questions as
well. You may choose whichever method suits you. Previewing gives you an idea about the contents and
the organisation of the passage, and this helps you to understand the passage better when you read it. But
do not spend too much time on this stage; half a minute for a passage of 250-300 words should be ample.
Previewing will not usually enable you to answer the questions; its purpose is to pick up as much as you
can about the general nature of the passage.

Reading
The next stage is to read the passage carefully, more or less in the conventional way. This is the most
important stage to which you may devote two minutes for a passage of 250 words. As you read, however,
try to distinguish between the main ideas and supporting details. Keep a pencil ready. You may mark or
underline words and phrases that you recall having struck you at the preview stage itself.
How to locate the main idea? Try to identify the subject—who or what the writer is writing about—
in each paragraph. Identify the topic of the paragraph, i.e., the aspect of the subject being discussed. Try to
express in a concise sentence what the writer is attempting to say on the topic. That would be the main idea
of the paragraph. In many cases, the author may have written a main idea sentence clearly: you merely need
to spot it. Main ideas are usually of a broad and general nature, while the supporting details tend to be
specific and more limited. The main idea often (though not always) occurs at the very beginning or at the
end of a paragraph. When looking for the main ideas, do not spend time trying to ‘study’ the supporting
details. Just read through, keeping a note of what kinds of details appear in various parts of the passage.
A passage will usually be structurally organised. The main ideas of the paragraphs must in some
way be related to the main idea—or theme—of the passage as a whole. So, if you understand the main ideas
of the paragraphs and the connections between them, you will be able to comprehend the passage as a
whole. You will understand the purpose of the supporting details. Recognising the structure of the passage
helps you to easily locate any detail asked for in a question.
Some common structures of passages are:
(i) cause-and-effect development showing how an event led to another;
(ii) comparison or contrast between two things;
(iii) argumentative discussion of an issue, giving opposing viewpoints;
(iv) description of a single topic seen from the angle of different theories;
(v) an idea illustrated with many examples;
(vi) an idea or theory supported by many arguments;
(vii) a sequence of events in chronological order;
(viii) definition and explanation of a special term.

You would find it a help to recognise transition words—words that guide you along the writer’s
thought process through the organisation of the passage. Some such transition words are given below.

Cause-effect: because, led to, consequently, therefore, since

Comparison: similarly, like, more, less
Contrasting information to come: however, but, although, nevertheless, yet, conversely
Definition: is called, is defined, is known as, is, is referred to as
Attention please: main, central, major, important, primary
Sequence indicators: first, second, after, now, later, next
Clarification: for instance, for example, such as
Not quite sure: may be, apparently, perhaps, alleged, was reported, seems

As you read, watch out for the author’s style. A technical piece of writing would generally not carry
words of an emotional overtone, for instance. But in other kinds of writing the author’s intention or view
point comes out clearly through the choice of words, especially the verbs. There is clearly a difference
between ‘sneaking’ into a room and ‘sauntering’ into a room; the former conveys an idea of slyness or
deception, while the latter conveys a sense of casual, lazy, purposeless walk. A careful study of the words
and word pattern would tell you if the writer’s tone is angry, sarcastic, humorous or just straight-forward
and factual. Questions are, at times, directed at the ‘tone’ of the passage.

Reviewing
After reading the passage carefully, give a quick scan once again, especially if it is a long passage.
‘Scanning’ means searching the text for a specific piece of information in
which the reader is interested. This helps you to refresh your memory regarding the main ideas, important
details and the structure of the passage. Often enough, it is at this stage that the earlier parts of a long passage
become much clearer to you than before, especially if the later paragraphs explain points put forward in the
initial paragraphs. Reviewing also helps you to refresh your memory on the location of topics. When you
need a specific detail to answer a question, you will be able to put your finger directly on the relevant
paragraph without scanning the entire passage again.

Getting Your Answers Correct

A common mistake made by students is to bring their own knowledge to bear on their answers. This
happens when the subject of the passage is familiar to the student. If you know a great deal about the subject
of the passage, be doubly careful in answering the questions: you are required to base your answer or choice
of answer entirely on the passage. So, if the passage says, for some reason, that only black cats exist, you
had better forget—for the space of answering questions—that you have seen white cats, spotted cats, and
striped cats. In the multiple-choice type, especially, you may be tempted to pick an answer choice just
because you know it to be factually true, or because you agree with what it says. In either case, you would
be committing a mistake if the substance of those answer choices is not based on the information in the
passage. The correct answer choice must reflect the opinions and facts expressed in the passage, irrespective
 of your own beliefs and knowledge. Question-setters often resort to tricky answer choices in the multiple-
choice type. Some of these sound plausible, and are often placed among the first few choices, say, as (a) or
(b). Restrain yourself from marking it off immediately as the correct one; if you go on to read the other
choices, you may find a better answer. In these questions, unlike in mathematics questions, there may be
degrees of right and wrong, and you are required to choose the best of the answer choices given.
Yet another pitfall to avoid is marking as correct an answer choice just because it seems
familiar; it probably is, because the idea occurs in some part of the passage, but it may not be the answer
to the question asked. It is always better to refer back to the passage to get the correct answer.
Questions on comprehension passages often relate to meanings of words or phrases in the given
passage. If you have to write the answer, express yourself clearly, bringing out the meaning of the term in
the context of its use in the passage. The word may have more than one meaning; see to it that you choose
to give the one that makes sense in the context of the passage. It is also to be kept in mind that the meaning
is expressed in conformity with the part of speech—noun, adjective, verb, adverb—in which it is used.
Remember these points, as they will help you even while choosing your answer response correctly in the
multiple choice format.

Practice Improves Skills

Practice, to repeat that well-worn cliché, makes perfect. There is no doubt that the more you practise,
the better you will do.

PRECIS
A précis, as any dictionary will tell you, is a “summary of a text; an abstract”. It is from this French
word that the English word, ‘precise’, originated. The French word itself originated from the Latin
Praecisum, which means to cut short. Clearly then, to make a précis involves compressing a given passage
to express a gist or the essential theme of that passage. A précis is not a paraphrase; it can and, indeed,
needs to omit the smaller details, the irrelevant embellishments, which occur in the given passage. A précis
must be clear, concise and roughly one-third in length compared to the original passage.
Précis exercises demand reading with concentration to understand and retain the substance of what
you have read. It is only when you can grasp the main ideas of a passage that you can summarise it. In this
demand for concentrated reading, the exercise is similar to Reading Comprehension.
Précis also requires you to write well—to communicate your thoughts briefly, precisely and
effectively. Writing précis teaches you to avoid vagueness, haphazard arrangement of facts, irrelevant
details and repetitions. You learn to choose the correct and effective word in a particular context, construct
sentences which are brief yet full of information, and put your facts and ideas in a logical pattern.

‘Dos’ of Précis Writing

 Start your précis with the main idea so that reader can quickly understand the essence of the précis.
 While writing a précis, make a suitable environment where all the points can be described and
discussed equally.
 As a précis is concise, compress it and make sure that the length is available for you to retain the
important data, keywords, and the concept.
 Removing the irrelevant data or sentence is as important as writing the relevant points.
 Thus, identify the superfluous data and facts and keep the core idea of the work only in the précis.
 If you are mentioning anything related to history or any historical data than make sure that it is
written in the past tense only.

‘Don’ts’ of Précis Writing

 A précis writing is a formal way of writing a shorter form of the given text.
 So, even though you have read and understood the Précis well, do not form your own opinions.
 You cannot insert your own remarks and criticism in a précis.
  Also, during a précis writing, you cannot insert a question. If for any reason you need to insert make
it in the form of a statement.
 For a précis writing, avoid using contractions and abbreviations.
 Write the full form of any given words only.
 Avoid being jerky. This will show that you have not understood the passage properly and have
started writing a précis.

How Good a Précis Can Be?

Now that we have understood what things you should do and what things you shouldn’t while doing
a précis, let’s understand what a good précis is? That is to say what things should be included for a good
précis? A good one should include this rules of précis writing.
 It should be precise and clear
 A précis writing is not just lifting the words from the original text
 It should be written in a precise manner in your own words
 It should be a summary or a miniature version of the original text
 The précis must be logically connected and should have a good flow of words
 It should be coherent and for this, it can use the linking words such as and, because, therefore, etc.
 The details found in the précis must match the details found in the text
When all of these above points are understood and used in a précis, a good précis is bound to be
written.

Solved Examples on Rules of Précis Writing

Which of the following points should be avoided while writing a précis?
A. Full forms
B. Abbreviations
C. Historical facts
D. None of the above
Answer. B. Abbreviations

What kind of writing is a précis writing?

A. Formal
B. Informal
C. Both
D. None
Answer. A. Formal
Text 1
Directions: Read the following passage and answer the questions that follow. Refer to the text to
check your answers when appropriate.

Did you know that some people don't do their

reading assignments? It's shocking, but it's true.
Some students don't even read short texts that they
are assigned in class. There are many reasons for
this. They may be distracted or bored. They may
be unwilling to focus. They may be unconfident
readers. Whatever the reason, it has to stop today.
Here's why.

Reading stimulates your mind. It is like a

workout for your brain. When people get old,
their muscles begin to deteriorate. They get
weaker and their strength leaves them.
Exercise can prevent this loss. The same thing
happens to people's brains when they get older.
Brain power and speed decline with age.
Reading strengthens your brain and prevents
these declines.
You can benefit from reading in the near-term too.
Reading provides knowledge. Knowledge is
power. Therefore, reading can make you a more
powerful person. You can learn to do new things
by reading. Do you want to make video games?
Do you want to design clothing? Reading can
teach you all this and more. But you have to get
good at reading, and the only way to get good at
something is to practice.
Read everything that you can at school,
regardless of whether you find it interesting.
Reading expands your vocabulary. Even a
"boring" text can teach you new words.
Having a larger vocabulary will help you
better express yourself. You will be able to
speak, write, and think more intelligently.
What's boring about that?
Do not just discount a text because it is unfamiliar
to you. Each time you read, you are exposed to
new ideas and perspectives.
Reading can change the way that you understand
the world. It can give you a broader perspective on
things. It can make you worldlier. You can learn
how people live in far away places. You can learn
about cultures different from your own.
Reading is good for your state of mind. It has a
calming effect. It can lower your stress levels and
help you relax. You can escape from your troubles
for a moment when you read, and it's a positive
escape. The benefits of reading far outweigh those
of acting like a doofus. So do yourself a favor: the
next time you get a reading assignment, take as
much as you can from it. Squeeze it for every drop
of knowledge that it contains. Then move on to
the next one.
1. Which best expresses the main idea of the second paragraph?
a. Reading is exciting. b. Reading strengthens your mind.
c. Age affects the body in many ways. d. Working out keeps your body in
shape.

2. Why does the author think that you should read books that are boring?
a. You will eventually grow to love them if you read them enough.
b. You will get better grades in reading class.
c. You will make your teacher very happy.
d. You will learn new words.

3. Which best expresses the main idea of the third paragraph?

a. Reading can benefit you.
b. You can learn to program video games or design clothing by reading.
c. You can learn amazing things and become a better person by reading.
d. Knowledge is power.

4. Which is not a reason given by the author why students fail to complete reading
assignments?
a. Students may be bored. b. Students may be distracted.
c. Students may be unwilling to focus. d. Students may be tired.

5. Why does the author believe that reading is good for your mind state?
a. It has a calming effect. b. It can lower your stress levels.
c. It can help you relax. d. All of these

6. What do the underlined words in the text refer to?

a. it (paragraph 1) ……………………………………………..
b. They (paragraph 2) ………………………………………..........
c. it (paragraph 6) ………………………………………...........

7. Find words in the text meaning almost the same as:

a. causes: …………….
b. fragile: ……………
c. profit: ………………..
d. enlarges: ………………
e. outlooks: ………………
f. result: …………

8. Write a summary of the text in no more than 1/3 of the text.

Text 2
Directions: Read the following passage and answer the questions that follow. Refer to the
text to check your answers when appropriate.

Televisions show sounds and pictures.

They get data from cables, discs, or over-
the-air signals. They turn this data into
sounds and images. People watch news
and shows on them. You probably call
them TVs.

John Baird made the first TV in 1925. It

had one color. It could only show 30
lines. This was just enough room for a
face. It didn't work well, but it was a
start.
The first TV station was set up in 1928.
It was in New York. Few people had
TVs. The broadcasts were not meant to
be watched. They showed a Felix the Cat
doll for two hours a day. The doll spun
around on a record player. They were
experimenting. It took many years to get
it right.
By the end of the 1930s, TVs were
working well. America got its first taste
at the 1939 World's Fair. This was one of
the biggest events ever. There were 200
small, black and white TVs set up around
the fair. The U.S. President gave a
speech over the TVs. The TVs were only
five inches big but the people loved it.
They wanted TVs. But World War II was
going on during this time. Factories were
busy making guns and bombs. When the
war was over, TV spread across the
country.
By 1948 there were 4 big TV networks in
America. They aired their shows from 8 to 11
each night. Local shows were aired at other
times. Most of the time, nothing was shown at
all. TV was not "always on" like it is now.
Color TVs came out in 1953. They cost too
much money for most. Also, shows were aired
in black and white. By 1965, color TVs were
cheaper. TV stations started airing shows in
color. People had to switch if they wanted to
see the shows.
Now most TVs are high-def. This means that
they have many lines on them. This makes the
image clear. TVs have come a long way since
Baird's 30 line set. High-def TVs have 1080
lines. There are state of the art sets called 4K
TVs. These TVs have 3,840 lines. Some people
watch TV in 3D. I wonder what they will come
up with next. Smell-o-vision anyone?
1. When did color TVs come out?
a. 1925 b. 1953
c. 1939 d. 1965

2. Which was not true about the first TV?

a. It could only show one color. b. It only had 30 lines.
c. It did not have sound. d. It did not work well.

3. When did networks start showing programs in color?

a. 1948 b. 1953
c. 1965 d. 1939

4. Why did the first TV station only show Felix the Cat for two hours a day?
a. They were running tests. b. Felix the Cat was really popular.
c. Felix the Cat had been a big radio star. d. Felix the Cat was the only show that
they had.

5. Which of these events slowed the spread of TVs?

a. The World's Fair of 1939 b. The Civil War
c. The election of the U.S. President. d. World War II

6. What is the author's main purpose in writing this?

a. He is trying to explain how a TV works. b. He is telling readers how TVs became
popular.
c. He is describing the history of the TV. d. He is trying to get people to watch more
TV.

7. Why did many families switch to color TVs in 1965?

a. Color TVs cost a lot of money. b. Many shows were only shown in color.
c. Color TVs came out in 1965. d. World War II ended and troops returned
home.

8. Why was 1939 an important year for TV?

a. Many Americans were introduced to TV. b. The first color TV was released.
c. The first TV station began broadcasting. d. John Baird created the first TV.

9. How many lines does a 4K TV have?

a. 30 b. 1,080
c. 4,000 d. 3,840

10. Write a summary of the text in no more than 1/3 of the text.