MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK READING
Answers:
a. Do not litter
b. Make use of dustbins
c. Follow notices and reminders
2. Write down relevant points about the usefulness of dogs.
Dogs are said to be man’s best friend. It is not difficult to see why. Dogs and humans have
had a close relationship for thousands of years and during that time their bonds have been
strengthened. They are one of the most intelligent and thoughtful animals. Because of this,
they are a staple in many people’s homes. Many dogs have been proven to be useful to
human in many ways. The hunting dogs combine with man to form best hunting team. The
sheep-dogs help guard the sheep. German shepherds are known as the best sheepdog. The
sledge dogs and the huskies help to pull sledge in the cold regions. The trained dogs help to
assist the blind and the physically disabled. They also find unfortunate people buried under
collapsed building and act as drug detectors.
a. _______________________________________________________________________
b. _______________________________________________________________________
c. _______________________________________________________________________
d. _______________________________________________________________________
e. _______________________________________________________________________
Answers:
a. Good hunting partners b. Guard sheep c. Pull sledge in cold regions
d. Assist the blind and the physically disabled e. Find people buried under collapsed
building
f. Act as drug detectors
Practice 2
One of the sentences in the text below is irrelevant to the main idea of the paragraph
a. The longest-lived creature in the insect world is the queen termite (ant). She has been
known to live for over 50 years. During that time, the queen can lay over 30,000 eggs
each day. So in her 50 years of life, it is possible for her to give birth to half a billion
children. Some termite hills can be over six meters high.
The highlighted sentence is irrelevant to the theme of the paragraph, which is:
The life and reproduction of the queen termite.
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b. For many years, all books were written by hand. Because it took so long to write one
book, there were only a few of them. Most people could never own a book. Then
sometime between 1450 and 1460, Johannes Gutenberg got the idea of carving separate
letters and moving them to make new words. Gutenberg died at the age of 68. This was
the invention of moveable type. From then on, the numbers of books printed grew
quickly.
The highlight sentence is irrelevant to the theme of the paragraph, which is:
The invention of the book.
c. Although rabbits and hares belong to the same animal family and look so much alike,
there is a difference between them. When someone cannot stop talking, they are said
to 'rabbit on'. For example, rabbits are born blind, without fur and cannot move
about. Hares, on the other hand, are born with their eyes open. They have a full coat of
fine fur, and can hop about within a few hours after birth
The highlight sentence is irrelevant to the theme of the paragraph, which is:
The differences between rabbits and hares.
d. The largest set of wings on any bird, more than three meters across, is found on the
albatross. They are so heavy that it is difficult for the albatross to flap them in order to
take off and fly. Not all large birds can fly. Albatross often nest on steep cliffs so that
they can simply fall off into the air. Once they are airborne, they soar gracefully
The highlight sentence is irrelevant to the theme of the paragraph, which is:
How albatross fly
Source : http://esl.fis.edu/learners/read/irrelev3.htm
Practice 3
Identify the irrelevant sentence in each short passage below.
1. I. Some people do not know that the whale is a mammal just like a human.
II Humpback whales will sometimes leap clear up out of the water, an act known as
breaching.
III. A humpback whale can weigh thirty tons and measure 15 meters in length.
IV. So it takes an enormous amount of energy for a whale to breach.
A. I B. II
C. II D. IV
2. I. The largest organ in the human body is the skin. READING
II. One of the skin's functions is to help regulate the amount of body heat that flows in and
out of the body.
III. Heavy smoking ages skin very quickly.
IV. When it is cold, we cover the skin with extra layers of clothing to slow down the
outward flow of heat and when it is hot, evaporation of sweat cools us down.
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A. I B. II
C. III D. IV
3. I. Film festivals, such as the Cannes Film Festival, involve showing many films over a
short period of time.
II. It is a competition of sorts between all the different films produced in a given year in a
country or within a certain film genre.
III. This year's Oscar Awards were given in March.
IV. Such an event doesn't only include full-length feature films, it may also be two and
three minute pieces and documentaries.
A. I B. II
C. III D. IV
4. I. Pope John Paul" reigned as pope of the Roman Catholic Church for almost 27 years
until his death.
II. He was the first non-Italian pope since the 16th century.
III. During his reign, the pope traveled extensively, visiting over 100 countries, more
than any of his predecessors.
IV. Even in 1992 as he was diagnosed with Parkinson disease, he continued with his
travels.
A. I B. II
C. III D. IV
5. I. Everyone who is interested in Formula One races knows Michael Schumacher.
II. Statistically he is the greatest driver of all time.
III. He used a homemade cart built by his father, who managed the local carting track.
IV. He is also the first and only German to win the drivers' championship.
A. I B. II
C. III D. IV
Taken from: http://www.grammarbank.com/cambridge-reading-practice.html
Answers:
1. A 2. B 3. C 4. D 5. C
Practice 4 READING
Read the paragraphs below and identify the sentence that does not fit in each paragraph.
1. (I) Science is systematic because of the attention it gives to organizing knowledge and
making it readily accessible to all who wish to build on its foundation.
(II) If the results support the hypothesis, the scientist may use them to generate related
hypothesis.
(III) In this way science is both a personal and a social endeavor.
(IV) In other words, it is beneficial both to the individual and to society at large.
(V) Therefore, science contributes a great deal to the improvement and the quality of
human life.
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2. (I) As people age, the amount of water in the body decreases.
(II) Since many drugs dissolve in water and since less water is available to dilute them,
these drugs reach higher level of concentration in the elderly.
(III) Also, the kidneys are less able to excrete drugs into the urine, and the liver is less
able to metabolize many drugs.
(IV) For these reasons, many drugs tend to stay in an elderly person’s body much longer
than they would in a younger person’s body.
(V) People in every civilization in recorded history have used drugs of plant and animal
origin to prevent and treat disease.
3. (I) Many Romantic writers in Europe were preoccupied with the fact and idea of
revolution.
(II) For instance, in the early period of French Revolution, all the leading English
Romantic were in sympathy with it.
(III) In fact, they were among its most fervent adherents.
(IV) Through the greater part of the eighteenth century, man had been viewed a limited
being in strictly ordered and essentially unchanging world.
(V) Later, even after the first enthusiastic expectations had been disappointed by the
events in France, the younger writers felt that its example still constituted humanity’s
best hope.
4. (I) Modern Bergama is a sleepy agricultural market town in the midst of a well-watered
plain.
(II) There has been a town here since Trojan times.
(III) Of Bergama’s four main tourists attractions, only the museum is in center of the
town.
(IV) However, it was during the period between Alexander the Great and the Roman
domination that Bergama, then called Pergamum, enjoyed its greatest prosperity.
(V) At that time, it became one of the Middle East’s richest and most powerful small
kingdoms.
ANSWERS:
1. II 2. V 3. IV 4. III
READING
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Examples of MUET questions testing the analysis skill of distinguishing the relevant from
the irrelevant.
MUET Nov 2014 Question 33
As David explained, “Having weekly family meetings increased communication, improved
productivity, lowered stress and made everyone much happier to be part of the family team.”
When my wife and I adopted the agile blueprint in our own home, weekly family meeting
with out then-5-year-old twin daughters quickly became the centerpiece around which we
organized our family. The meeting transformed our relationships with our children and each
other. And they took up less than 20 minutes a week.
The following are the positive outcomes of using agile development in David’s family except
A. The household environment was less stressful
B. Everyone in his family was happier than before
C. His children have learned to communicate more
D. The twins became the focus of the family
Justification of answer:
D is the best option. In this question the students are required to separate the irrelevant
information from that which is relevant. The focus should be on the phrase ‘positive outcomes’.
In paragraph 4 of the passage, the writer relates how the agile development model adopted by
David brought about positive changes in his family. Options A, B and C are directly related to
the positive transformation in the family whereas option D is somehow not connected and not
relevant to positive outcomes as it relates about the attention of the family.
MUET Nov 2016 Question 25
One such scientist is Little Bird’s physician, Jamie Guevara, who was born in El Oro
Province. Fascinated by the region’s “little people,” as they have been known since before
their condition even had a name, he began to study them around 1987, and during a quarter
century of intensive research he identified about a hundred people with the Laron mutation
sprinkled through the hills of southern Ecuador.
Which of the following statements is true of paragraph 8? READING
A. Jamie Guevara took a long time to study the “little people”.
B. Jamie Guevara study shows that the “little people” have gene mutation.
C. Jamie Guevara wanted to find out why there are so many “little people” in Ecuador.
Justification of answer:
A is the best option. The author uses ‘referring to the facts’ technique to ensure that his
reasoning is relevant. The author’s aim in Paragraph 8 is to inform the student about Jamie
Guevara interest to study the “little people” took a quarter century - fact ( a long time) to do his
research and identified 100 people with Laron mutation. Options B and C are irrelevant
information as no mentioned has been made by author in Paragraph 8 that Jamie Guevara study
shows that the “little people” have gene mutation and wants to find out why there are so many
“little people” in Ecuador.
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MUET 2012 JULY- QUESTION 36
Pauly points out that we already know several ways to shrink our impact on the seas:
reduce the world's fishing fleets by 50 per cent, establish large no-catch zones, limit the
use of wild fish as food in fish farming. Unfortunately, the seafood industry has often
blocked the road to reform. Today, many sustainable-seafood campaigns are offering
suggestions for eating lower on the marine food chain. These include buying farmed
tilapia instead of farmed salmon, because tilapia eat less fish meal when farmed;
choosing trap-caught black cod over sea bass because fewer unwanted fish are killed in
the process of the harvest. Avoid eating giant predators like the Atlantic bluefin tuna
altogether, because their numbers are simply too low to allow any harvest at all.
In the last paragraph, Pauly suggests ways to reduce our impact on the ocean's
resources. They are
I expand aquaculture
II establish marine reserves
III control the fishing industry
IV ban eating of giant predators
A I and II
B I and IV
C II and III
D III and IV
Comment:
Option C is the correct answer as the author used logical evidence as reasoning to pick II -
establish marine reserves and III - control the fishing industry as relevant points to reduce
the impact the on the ocean’s resources and these points are supported by the statements in
the paragraph “reduce the world's fishing fleets by 50 per cent, establish large no-catch
zones, limit the use of wild fish as food in fish farming” and “the seafood industry has
often blocked the road to reform”. However option I and IV are not relevant information to
questions asked because Pauly did not suggest ways to expand aquaculture neither did he
asked us to ban eating giant predators.
READING
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UNIT 12 MAKING INFERENCES
Inference is a reading skill, in which students read between the lines and use their own
knowledge and experiences to understand the clues or hints that are suggested by the author in
the text. This skill helps students to understand when information is implied, or not directly
stated to improve their skill in drawing conclusions and making inferences.
There are three main kinds of inference:
a. Deduction – questions ask you to fill in missing information
b. Speculation – questions ask you to guess about the meaning or suggested meaning of a
statement, description or something else in the passage.
Examples:
i. It can reasonably be inferred that “a procrastinator” (line 7) was a term
generally intended to …..
ii. What does the author suggest about the Mental Health studies done by UKM in
2014 and 2015?
iii. The phrase “ liquid cash” ( line 44) most directly suggest that …
c. Examination – questions which fall into the examination subcategory, ask students to
get into the feeling, motivations, thought or head of the author, narrator or character
mentioned in the text.
Example:
i. What would (this person) think about (that thing)?
ii. What is the author implying?
iii. Why would the author choose to include this information?
iv. Why would someone act this way?
How to teach inference?
One simplified model for teaching inference includes the following assumptions:
• We need to find clues to get some answers.
• We need to add those clues to what we already know or have read.
• There can be more than one correct answer.
• We need to be able to support inferences.
Below are four questions to students to facilitate a discussion about inferences.
i. What is my inference?
This question helps students become aware that they may have just made an
inference by filling in information that wasn't directly presented.
ii. What information did I use to make this inference?
It's important for students to understand the various types of information they use
to make inferences. This may include information presented in the text, or it may
be background knowledge that a student brings to the learning setting.
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iii. How good was my thinking?
Once students have identified the premises on which they've based their
inferences, they can engage in the most powerful part of the process —
examining the validity of their thinking.
iv. Do I need to change my thinking?
The final step in the process is for students to consider possible changes in their
thinking. The point here is not to invalidate students' original inferences, but
rather to help them develop the habit of continually updating their thinking as
they gather new information.
Some questions that might help students get on the right track are:
• In ________, what is the author showing us about ________?
• When you read ______, what do you think _________?
• Which statement(s) prove that?
• What did __________make you think about?
• What do you think this character really meant by saying that?
• Why did this character (act, think, talk) that way?
• What’s this passage really about?
• What does this character in the passage want to do?
• What do you think this character might do?
• What is the author really trying to say?
• Why do you think __________?
• How did you know __________?
• What probably caused ___________?
• Can you infer ___________?
• What clues led you to believe __________?
• How might __________ feel __________?
• According to the passage, we can reasonably infer..."
• "Based on the passage, it could be suggested that..."
• "Which of the following statements is best supported by the passage?"
• "The passage suggests that this primary problem..."
• "The author seems to imply that…"
• "With which of the following statements would the author most likely agree?"
• "Which of the following sentences would the author most likely use to add additional
support to paragraph three?
READING
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How Can You Make It Happen?
1. Teacher models how to make inferences while reading. Teacher can use the ideas from the
short passage below and add her own ideas to it.
Read this short passage to students:
The young man walked a bit hesitantly towards the famous Nyonya Kitchen restaurant. He
did not believe the excuse his parents gave him for having to meet him at the restaurant
instead of their house. To make matters worse, he was a bit grumpy because he was still
catching up on the sleep that he lost during his night shift. He noticed some cars that looked
familiar in the parking lot. As soon as he walked through the door, he heard, "Surprise!"
2. Now read it again and when you make an inference, tell students about it and describe how
you make the inferences. You may say something such as:
The text says - He did not believe the excuse his parents gave him.
I know - Sometimes if people play practical jokes, others don't believe everything they say.
May be his parents played practical jokes.
The text says - He was a bit grumpy because he was still catching up on the sleep that he
lost during his night shift
I know - I know family matters are discussed at home, so he is probably working in a factory
or hospital
The text says - He noticed some cars that looked familiar in the parking lot. As soon as he
walked through the door, he heard, "Surprise!"
I know - If the cars are familiar, that means people he knows are in the restaurant. This
makes me change my inference. If his parents wanted to meet him at the restaurant, and other
people he knows are there, maybe it's a surprise party.
3. By modeling your thought process, students can see how you took the information from the
text, along with what you knew already and your own ideas, to make inferences. Point out
which facts came from the text and which came from your background knowledge. Then put
them all together to make the inference that it might be a surprise party.
4. To make the process more explicit, use a graphic organizer to record students' answers. Ask
students to record the facts that are stated in the text, along with their background
knowledge.
5. Have students keep in mind that they can change or modify their inferences as they read.
Point out that they were able to make an inference based on their knowledge of surprise
parties. Have students practice this strategy and use a graphic organizer while reading text.
READING
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Example 1:
Read each passage and then respond to the questions. Each question will ask you to make a
logical inference based on textual details. Explain your answer by referencing the text.
Every day after coming back from the paddy field Pak Ahmad took his muddy boots off
on the steps of the front verandah. Mak Minah would go mad if Pak Ahmad’s boots made it so
far as the welcome mat. He then took off his dirty pants near the well and threw them into a
black plastic garbage bag; Mak Minah left a new garbage bag tied to the tap railing for him
every evening. On his way in the house, he dropped the garbage bag off at the washing machine
and went straight to the bathroom to bathe as he was reminded every day. He would eat dinner
together with his family after he was “presentable,” as Mak Minah had often said.
1. What type of job does Pak Ahmad do?
__________________________________________________________________________
2. How do you know this?
__________________________________________________________________________
3. Describe Mak Minah.
__________________________________________________________________________
4. How do you know this?
__________________________________________________________________________
5. What relationship do Pak Ahmad and Mak Minah have?
_______________________________________________________________________
6. How do you know this?
__________________________________________________________________________
Answers Pak Ahmad works as a farmer.
1. Pak Ahmad works at the paddy field and his clothes are muddy everyday.
Mak Minah is a very clean person with a good deal of control over the household.
2. She requires Pak Ahmad to follow a cleaning procedure and she inspects him.
They are probably husband and wife or mother and son.
3. Either can be supported.
.
Example 2
A loud long rumble was heard outside Jeevan’s house. Thunder struck and rain poured.
Jeevan fixed his eyes on blankly out the window, trying to hold his emotions that raged like the
weather. He was beginning to lose it. Dropping his ball and kite from his hand, Jeevan broke
out into full sobs. His mother tried to calm him down, “There, come, Jeevan. We’ll just find
something else to do.” She began to unpack the picnic bag that was on the counter of her
kitchen and offered him the chocolate cake she baked. Jeevan retorted, “I don’t want!”
Suddenly a flash bright light from the sky lit up the living room. Boom! Jeevan ran and hugged
his mom.
1. Why is Jeevan upset? READING
_____________________________________________________________________
2. How you know this?
_____________________________________________________________________
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3. What was Mom planning on doing today?
_____________________________________________________________________
4. How you know this?
____________________________________________________________________
Answer:
1. It was raining and he could not go out to play
He dropped his boots and ball and begins crying
2. Mom was probably planning to take him for a picnic
She unpacked the picnic bag
INFERENCE PRACTICE 1 AND SUGGESTED ANSWER
Using your best inference strategies, make an inference about the following statements.
1. I wouldn't drink after that little devil if I were you.
Inference: The little devil probably a naughty child did something gross to the drink you
were about to drink. Something bad will happen to you if you drink it.
2. For Jenny’s Birthday Day, her husband gave her a poem that took him about two days to
write.
Inference: Jenny’s husband is very considerate since he took his time writing the poem.
3. A man ran after a retreating bus, waving his briefcase frantically.
Inference: The man had to take that bus to work and he was running late. He wanted the
bus driver to stop the bus so he could get on it.
4. If Kamarul’s uncle died, he wouldn’t go to his uncle’s funeral.
Inference: Kamarul is very angry with uncle for some major reason, because one of the
worst things a person could do is to hate someone after he has passed away.
5. Mrs. Lim almost wished that she hadn’t listened to her husband. She took her umbrella
even though she would feel silly carrying it to the shop nearby on such a sunny morning.
Inference: Mrs. Lim heard that it was going to rain later in the day.
6. What happened to the entire donation our school received from the public? It paid for
this toilet the money was flushed down.
Inference: The school is wasting public’s money.
7. Mrs. Dorai walks into a medical centre clutching her abdomen and cursing out her
husband, who follows behind her carrying a big bag.
Inference: The woman is in labour.
8. No, Papa, I don’t want you to spend a lot of money on my birthday present. Just having READING
you for a dad is the only gift a daughter need. In fact, I’ll just use your old Nissan Sunny
to the university and buy myself a small gift. And if the poor old car doesn't break down,
I’ll be back soon for the birthday party.
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Inference: The daughter wants her dad to buy her a new car for her birthday.
9. Gurdip Singh was driving his BMW on Melaka - Seremban highway, listening to Hits
FM, and a police officer pulls him over.
Inference: Gurdip Singh has broken the law in some way while driving.
INFERENCE PRACTICE 2 AND SUGGESTED ANSWER
A} Read the paragraph and choose the inference that best fits the information
Inspector Jegan from Klang branch police station was at the scene of murder nearly an hour. The
victim, a 42 year old father of three, was found lying on the blood-stained Belgium carpet at his
living room. Inspector Jegan seemed interested in the coffee table in front of the white settee. On
it was two empty wine glasses. One of the wine glasses had traces of lipstick. There was also an
ashtray containing a half-smoked cigarette butt which was still warm.
A. The victim was a chain smoker.
B. The victim was an alcoholic.
C. The victim was killed by a sharp object.
D. The victim was last seen by someone.
Comment: Option A and B are wrong because none of the sentences in the paragraph tells
the students about the victim’s habit. There is no evidence to support both the statements. Option
C is not chosen because there is no information about a sharp object, Option D is a correct
answer because there was another person with the victim before he died. We know these because
there were two wine glasses and a half-smoked cigarette but in the ashtray. The half-smoked
cigarette but belonged to the victim whereas the wine glass with traces of lipstick must have
belonged to the person who last saw him.
B) Read the paragraph and choose the inference that best fits the information.
WhatsApp and Twitter are social media sites that have revolutionized communication and
information or messages transfer. A few decades ago never have these kinds of communications
been smooth, fast an accessible. One group of opportunist content with the services is those in
sales line. They have engulfed mobile users all over the world with unsolicited messages causing
information overload in mobile phones. You may be able to keep salesman out of your house but
you cannot stop unwelcomed messages from invading your modern gadgets.
You can infer that the writer
A. dislike sales people who uses WhatsApp and Twitter
B. frowns upon the use of WhatsApp and Twitter for communication
C. believes that WhatsApp and Twitter have revolutionized communication
D. disapproves of sales people promoting their products via WhatsApp and Twitter
Comments: Option A is wrong because there is no evidence to indicate that the writer dislikes READING
sales people who use WhatsApp and Twitter. Option B is incorrect because there is no proof that
he frowns upon the use of WhatsApp and Twitter for communication. In fact the writer
acknowledges in the second sentence that communication has improved because of WhatsApp
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and Twitter. Option C is not the answer because it is a fact, The writer has clearly stated this in
the first sentence. Option D is the correct answer because the words (opportunist, engulfed,
unsolicited messages causing information overload in mobile phones, unwelcomed messages
and invading) clearly show the writer’s disapproval
INFERENCE PRACTICE 3 AND SUGGESTED ANSWER
Hunt for Clues
To prove one of the inferences in option listed, students need to hunt for clues in the passage.
Such clues are supporting details, vocabulary, character's actions, descriptions, dialogue, and
more. Take this question and text, for example:
Reading Passage:
The widow Elsa was as complete a contrast to her third bridegroom, in
everything but age, as can be conceived. Compelled to relinquish her first marriage
after her husband died in the war, she married a man twice her years to whom she
became an exemplary wife despite their having nothing in common, and by whose
death she was left in possession of a splendid fortune, though she gave it away to the
church. Next, a southern gentleman, considerably younger than herself, succeeded to
her hand, and carried her to Charleston, where, after many uncomfortable years, she
found herself again a widow. It would have been remarkable if any feeling had
survived through such a life as Elsa's; it could not but be crushed and killed by the
early disappointment of her first groom's demise, the icy duty of her second marriage,
and the unkindness of her third husband, which had inevitably driven her to connect
the idea of his death with that of her comfort.
Based on the information in the passage, it could be suggested that the narrator believes
Elsa's prior marriages to be:
A. uncomfortable, but well-suited to Elsa
B. satisfactory and dull to Elsa
C. cold and damaging to Elsa
D. awful, but worth it to Elsa
To find clues that point to the correct answer, look for descriptions that would support those first
adjectives in the answer choices. Here are some of the descriptions of her marriages in the
passage:
• "…she became an exemplary wife despite their having nothing in common…"
• "…after many uncomfortable years, she found herself again a widow."
• "…the icy duty of her second marriage and the unkindness of her third husband which
had inevitably driven her to connect the idea of his death with that of her comfort."
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Next, students need to narrow down the answer choices to make a correct inference on a
multiple-choice test.
Using the clues from the passage, students can infer that nothing much was "satisfactory" to Elsa
about her marriages, which gets rid of Choice B.
Choice A is also incorrect, because although the marriages certainly seem uncomfortable based
on the clues, they were not well-suited to her as she had nothing in common with her second
husband and wanted her third husband to die.
Choice D is also incorrect, because nothing is stated or implied in the passage to prove that Elsa
believed her marriages to be worthwhile in some way; in fact, we can infer that
it wasn't worthwhile to her at all because she gave away the money from her second husband.
So, we have to believe that Choice C is the best – the marriages were cold and damaging. The
passage states explicitly that her marriage was an "icy duty" and her third husband was "unkind."
We also know that they were damaging because her feelings had been "crushed and killed" by
her marriages.
SOURCE : https://www.thoughtco.com/how-to-make-an-inference-3211647
Examples of inference questions in MUET Reading Paper 800/3
MUET 2012 – Inference questions –getting into the thoughts of the writer. (Examination)
Weight loss. Here’s a bummer. Although caffeine speeds up metabolism, with 100 milligrams
burning an extra 75 to 100 calories a day, no long-term benefit to weight control has been
demonstrated. In fact, in a study of more than 58000 health professionals followed for 12 years,
both men and women who increased their caffeine consumption gained more weight than those
who did not.
The writer uses the phrase, Here’s a bummer (line 22) to
A. expose side effects
B. express dissatisfaction
C. debunk a misconception
Answer: C
READING
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MUET 2016 – Inference questions –getting into the thoughts of the writer. (Examination)
Are we all just puppets on a string? Most people would like to assume that their fate lies in
their own hands. But they would be wrong. Often, we are helpless, being jerked about by
someone else’s subtle influence.
‘puppet on a string…. ( line 1) refers to individuals who
A. are weak
B. accept their fate
C. are being controlled
D. obey rules and regulations
Answer: B
MUET 2016 – Inference questions –getting into the thoughts of the writer. (Examination)
Olson has spent a lifetime exploring the subtle ways of tricking people’s perception, and it
all began with magic. “ I started magic tricks when I was five and performing when I was
seven,” he says. As an undergraduate in psychology, he found the new understanding of the
mind often chimed with the skills he had learnt with his hobby. “Lots of what they said
about attention and memory were just what magicians had been saying in a different way,”
he says.
The point the writer is making in paragraph 3 is
A. people can easily be tricked by magic
B. magicians think differently from others
C. magic is a figment of one’s imagination
D. psychologists and magicians share the same understanding of attention and memory
Answer: D
MUET 2013 Nov – Inference - questions ask you to guess about the meaning or suggested
meaning of a statement, description or something else in the passage.(Speculation)
News flash – “Frankenfish” will be served on dinner tables in households by 2012. If the
United States (US) Food and Drug Administration (FDA) has its way (line 1 and 2).
From this sentence, it can be inferred that
A. there are opposition to the FDA’s plan
B. approval will be given by the FDA soon
C. Americans are eager to serve the dish for dinner
D. News about ‘Frankenfish’ has received wide media coverage
Answer: A READING
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UNIT 13 DEVELOPMENT OF IDEAS AND UNDERSTANDING SENSE
RELATIONSHIPS
A student has read critically to be able to follow the development of the writer’s ideas. He has to
constantly analyze and ask questions of the passage. In other words he has to be engaged with
the text to make sense of the text. Doing so will allow a student to be able to be able to follow
the development of ideas and to relate ideas and concepts within and between paragraphs.
Having a full grasp of the ideas and the sense relationships enable you to understand and enjoy
what you are reading.
HOW TO RELATE IDEAS AND CONCEPTS AND SENSE RELATIONSHIPS
• Skim and scan through the title and the introduction to feel the passage. How do they
grab your attention?
• Quickly look for the central idea of the text and the main ideas in each paragraph. Look
out for the use of continuous and contextual style (thread) as the writer introduces and
discusses his ideas. What effects do they create?
• The writer chooses words and uses the words to purposely evoke emotions. The
rhetorical devices are connected with the writer’s style and purpose.
• Read the conclusion. Does it sum up the text? Does it make a final statement or reach a
conclusion?
• Pay attention to the vocabulary used. How do they work?
• You can follow his train of thoughts by looking out for 2 important linking devices; i.e.
cohesive devices and discourse marker/linkers. How are they used?
➢ Cohesive Devices
These devices hold the text together and make it more understandable to the
student.
Pronouns Examples Meaning/Function READING
This, that, Refers back to
Repetition these, those, he, something previously
of a Key she, it, they, mentioned. Be sure,
Term or and we however, that what
Phrase you are referring to is
Synonyms . clear.
This helps you to stay
focus of the writer’s
ideas and keeps you
in track.
Use of synonyms
adds variety to help
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Transitional however, you stay focused on
the idea being
Words therefore, in discussed
Such words enable
addition, also, you to understand
relationships between
but, moreover, sentences, joining
sentences together
etc. Helps keeps ideas
intact/tied together
Sentence • Repetition and reading becomes
clearer
Patterns • Parallel
sentence
patterns (eg
the use of
coordinating
conjunctions
such as "and"
or "or."
➢ Other Discourse markers/Linkers
Meaning/Function Examples of sentence connectors
To sequence your first(ly), second(ly), third(ly), next, then, after this,
ideas last(ly), finally, accordingly, meanwhile,
To introduce an also, furthermore, additionally, in addition, moreover,
additional idea similarly, likewise, as well as, besides, another, too
To introduce an in contrast, conversely, alternatively, yet, although,
opposite idea or even though, nevertheless, notwithstanding, however,
contrast on the other hand whereas, while, instead, otherwise
To add a similar comparatively, coupled with, correspondingly,
idea identically, likewise, similar to, together with, equally
To introduce an for example, such as, for instance, to demonstrate,
example or namely, in particular,
illustration
To indicate a consequently, accordingly, as a result, hence,
consequence or subsequently, therefore, thus, thereupon, as a
result consequence, for this reason
To introduce a that is, in fact, indeed, namely, specifically, thus
restatement or
explanation even more, above all, indeed, more importantly,
To emphasise or besides
clarify a point to conclude, as a final point, , in brief, in conclusion,
To draw to a close indeed, in short, in summary, finally, lastly
or summarise
READING
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EXAMPLE 1
The World is Your Oyster
When Yew Choy left school he could not find a job. He tried hard enough. He
pestered his relatives but they had problems of their own. He answered
advertisements until he could not afford to buy any more stamps.
Yew Choy grew annoyed, then depressed, then a little hardened. Still he went on
trying and still he failed. He began to think that he had no future at all.
“Why don’t you start your own business?” one of his uncles told him. “The world is
your oyster. You’d better find a way of opening it.” He himself had built up a small
business in fruit and vegetables and he was never slow to remind others about it.
“But what can I do?” asked Yew Choy. He was short, sturdy and usually happy but
months of unemployment were beginning to change him.
“Get out and look around,” advised his uncle in a vague sort of way. “See what
people want: then give it to them. Better still, make them pay for it.”
For some days Yew Choy forgot this advice and then it suddenly sprang into his
mind. In his spare time he had often helped his friends to repair their bicycles. But he
never thought of asking them for money.
Adapted from Comprehensive English Course for Malaysia
A.R.B. Etherton
1. How does the title grab your attention?
“The World is Your Oyster” is a phrase which means one is in a position to take the
opportunities that life has to offer. A student would want to know how the character get
and use the opportunities or even overcome obstacles and achieve his dreams.
2. Would you be interested to read on?
I know I would because I want to find out whether the character in the story manages to
open the oyster to get the pearl.
3. What do the central idea and the main ideas create?
You would feel for the character.
Firstly, the feeling of helpless you have for Yew Choy.
…. until he could not buy any more stamps.
….grew…. depressed…. hardened….
…. still he failed.
…. he had no future at all.
Next, you would feel admiration for Yew Choy for not giving up.
He pestered ….
Still he went on ….
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4. Look at this sentence.
Yew Choy grew annoyed, then depressed, then a little hardened. Still he went on
trying ….
The choice of words and the linkers suggest that Yew Choy is a persistent boy. This adds
to the student’s feeling of admiration for the character.
5. The conclusion of the passage is not given. But is it easy to predict the conclusion? Why
do you say so?
Yes, the vocabulary used and the development of ideas, especially the part where his
uncle’s advice suddenly sprang into his mind, enable us make a conclusion that Yew
Choy would make a success of his small business.
Example 2
Wrong usage of words affects text cohesion.
The Maze was a labyrinth of corridors and chambers, some containing delicious
cheese. Likewise, there were also darker corners and blind alleys leading
nowhere. It was an easy place for anyone to get lost.
Therefore, for those who found their way, the Maze held secrets that let them
enjoy a better life.
Who Moved My Cheese?
Dr Spencer Johnson
1. Reading the above short text with the two words in bold makes understanding the
sense of the passage difficult, affecting the cohesion of the text.
2. Try replacing the words. Replace Likewise with But and Therefore with However. It
should now be read as …
The Maze was a labyrinth of corridors and chambers, some containing delicious
cheese. But, there were also darker corners and blind alleys leading nowhere. It
was an easy place for anyone to get lost.
However, for those who found their way, the Maze held secrets that let them
enjoy a better life.
Who Moved My Cheese?
Dr Spencer Johnson
It makes sense now, right? In conclusion, knowing the functions of linkers and
markers is very important in comprehension of texts you read.
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Exercise 1
Parents who had few alternative avenues for meaningful social involvements found it
very difficult to let go or give up control of their grown children. But parents who had
other friendships and interest or good marriages generally let go of their children, since
they did not rely on them to meet their social needs. This sheds some light on why
mothers in my sample held on and fathers became remote. For many mothers, their
family world was their only world, whereas many fathers had an alternative, external
world separate from their family which meant that they could let go. The fact is that
mothers and daughters had fewer involvements outside the family than fathers and sons.
It was the socially isolated women who held on the most. Socially isolated fathers – a
much smaller group – were more likely to hold on than other fathers and were more like
the mothers in general.
(MUET, March 2015)
Why are mothers more likely to hold on to their children compared to fathers?
A. They are happy to stay at home.
B. They bond better with their children.
C. They are dependent on their children.
D. They are on their own most of the time.
Justification of answer: Answer (B) Here, we see that students are able to stay focus on the idea
of the writer as the writer used the pattern of repetition of parents, fathers, mothers. The writer
makes a lot of comparison between mothers and fathers in general. However, the use of the
transition whereas (line 6) helps the students arrive at the answer (B) to the question above.
Exercise 2 READING
Technological revolutions are best appreciated from a distance. The great inventions of the
19th century, from electric power to the internal-combustion engine, transformed the human
condition. Yet, for workers who lived through the upheaval, the experience of
industrialisation was harsh: Full of hard toil in crowded, disease-ridden cities.
The modern digital revolution – with its hallmarks of computer power, connectivity and
data ubiquity – has brought iPhones and the Internet, not crowded living conditions and
diseases. But it is disrupting and dividing the world of work on a scale not seen for more
than a century. Vast wealth is being created without many workers; and for all but an elite
few, work no longer guarantees a rising income.
MUET 2016
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In paragraphs 1 and 2, the writer conveys the message that revolution will bring about
A. progress and wealth
B. benefits but also sufferings
C. shorter working hours and rising income
D. better facilities but also crowed living conditions
Justification of answer: Answer (B)
1. The opening sentence has already sent a signal of warning to the student. Why is the writer
telling the student that technological revolutions be appreciated from a distance? Watch
out for such words or phrases. It is signaling to you that such revolutions are not all that
promising.
2. The use of linkers in these sentences tell the students to watch out for the ills of
technological advances :
a. The great inventions … transformed the human condition. Yet, ….(L1 -2)
b. The modern digital revolution … But it is …(L5 – 7)
c. … and for all but an elite few, … (L9)
3. When you can follow the writer’s train of thoughts and be aware of the writer’s choice of
words and use of linkers and markers, it means you can follow his development of ideas.
You are able to feel the sense of relationship of concepts and ideas. Thus, in this case you
can easily conclude that the message the writer wishes to convey about what technological
revolutions will bring about are (B) benefits and sufferings.
READING
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UNIT 14 SUMMARISING
Summarising is an important skill much needed in colleges and higher institutions. Whether you
are listening to a lecture or researching for an academic writing, you need to possess
summarising skills. It enables you to extract the most important points from a text and rewrite
them in your own words, in a shortened form. It helps you to make a decision, give an opinion or
draw a conclusion. Being able to write a good summary also demonstrates that you have fully
understood the text you are reading.
How to Summarise
▪ Read the original text thoroughly. It will give you a good understanding of the text.
▪ Identify keywords (from the title, opening sentence, thesis statement, section heading)
▪ Underline or highlight the main points, supporting details and relevant information.
▪ Deleting unnecessary details helps in focusing on the main details. A good summary
should not contain unnecessary details.
▪ In the end, you should get something shorter than the original piece.
Let’s look at these examples:
EXAMPLE 1
Bicycles were introduced in the late 19th century in Europe, and by the early 21st
century, more than 1 billion have been produced worldwide. These numbers far exceed
the number of cars, both in total and ranked by the number of individual models
produced. They are the principal means of transportation in many regions. They also
provide a popular form of recreation, and have been adapted for use as children's toys,
general fitness, military and police applications, courier services, bicycle racing and
bicycle stunts.
https://en.wikipedia.org/wiki/Bicycle
You can summarise the short text to either:
a. In the 21st century, bicycles are the main means of transportation in many regions.
b. There are many uses of bicycles.
EXAMPLE 2
On the eve of the 60th National Day, with a roaring spirit of nationalism, thousands of
Malaysians thronged the Bukit Jalil National Stadium to witness the closing ceremony of
the Games that saw 7,090 athletes from 11 nations come together to compete in the spirit
of sportsmanship.
Source :http://www.thestar.com.my
This short paragraph can be easily summarized to: READING
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Many Malaysians watched the closing ceremony of the Games at Bukit Jalil National
Stadium.
EXAMPLE 3
Bangkok is one of the best cities in the world for mouth-watering street food – as one US
news network proclaimed recently. This goes a long way in helping tourism, and
authorities here are spicing up the appeal of Thai food by incorporating gastronomy into
the Kingdom’s national tourism policy starting this October. Indeed, plans are brewing to
lead countrywide tourism promotion activities with food. Chinatown and Khao San Road
are the most popular foodie destinations among foreign visitors.
http://www.star2.com/food/2017/09/11/bangkoks-street-
food-changing/#sUdJm7QEcfyuwsQy.99
This text can be summarized to this:
Being acknowledged as a city for scrumptious food has led the Thai authorities to introduce
activities to promote their street food.
Exercise 1
Worldwide, approximately 3 billion people rely on traditional biomass for cooking
and heating and about 1.5 billion have no access to electricity. Up to a billion more
have access only to unreliable electricity networks. The ‘energy-poor’ suffer the
health consequences of inefficient combustion of solid fuels in inadequately
ventilated buildings, as well as the economic consequences of insufficient power for
productive income-generating activities and for other basic services such as health
and education.
(MUET READING, November 2015)
Which of the following best summarises the paragraph?
A. Poor access to modern energy services
B. Billions rely on biomass for basic needs
C. More females than males make up the ‘energy-poor’.
D. Effects of inefficient combustion of solid fuels on health.
Justification of answer: Option C and D are not mentioned in the text at all. The text
mentioned that 1.5 billion have no access to electricity, which is only one for of modern
energy services. So option B is the best option.
READING
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Exercise 2
One cell bank, StemLifeLine, offers to make such embryonic stem cells from the Whic
embryos couples have left over after undergoing –in-vitro fertilization. The cells, h of
which would cost a couple at least US$4000, would not be a complete genetic match
to either parent or to any of their children, which could conceivably limit their
usefulness. Other cell banks are working with adult cells, which are present in the
body throughout life. There is evidence that some of these cells can turn into a
diverse range of tissue, but the question remains unanswered.
MUET November 2014
the following statements best summarises paragraph 6?
A Stem cell research is changing very rapidly.
B There is uncertainty about stem cell research.
C Embryonic stem cells are preferred to adult cells in stem cell research.
Justification of answer: Answer (B)
To answer this question, it is important to understand the content of the paragraph. Its central
idea is on stem cell research. Then, read the answer options A, B and C. Eliminate the wrong
options to arrive at the answer. Option A – there’s nothing in the paragraph that says that the
research is changing rapidly at all. Yes, two types of stem cell research are mentioned –
embryonic and adult stem cell. But there’s nothing in the paragraph to indicate that one research
is preferred over the other. Now that you have eliminated A and C, do not assume that the
answer is B. Check it. Read the paragraph again to draw a summary of the writing. Does it say
anything about the uncertainty of such research? The phrase … but the question remains
unanswered gives you the indication that there is uncertainty in stem cell reseach. Thus, you can
summarise that that the best answer is (B).There is uncertainty about stem cell research
READING
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UNIT 15 APPRAISING INFORMATION & MAKING JUDGEMENTS
Appraising means judging the value or importance of something based on a set criteria. For
example, you can appraise the job performance of an employee, or the value of a real estate.
Once appraisal is done, you make a judgement. In the case of employee performance, you can
judge if the employee is good or not.
The most objective of appraisals and judgements are based on set criteria. However they are
most of the time subjective because of the human element involved; biasness, personal
experiences, prejudices, personal background come into play.
When we read, consciously or subconsciously, we are appraising the information presented at all
times. We make judgements on events or people that we read about.
HOW TO APPRAISE INFORMATION AND MAKE JUDGEMENT
• Ask questions as you read through the text. For example, Is this true? Is this false? Is this
right? Is this wrong?
• If you have a set criteria to evaluate the material, use it.
• Alternatively, you can check the information online to verify its authenticity.
• A good appraisal requires one to look at all angles of the problem/issue and to put pre-
conceived ideas aside.
• Although technically there can be no right or wrong opinions on an issue, appraisals and
judgements are usually based on societal norms and acceptable behaviors.
• Questions on appraisal and judgements are often asked in the form of open ended
questions, and never in multiple choice style.
EXAMPLE 1
KUALA LUMPUR: Muhammad Faid started smoking at age 17 and smoked five sticks a READING
day with his friends. He is now 24 and is one of the youngest patients to have been
diagnosed with oral cancer. He is now undergoing chemotherapy at Hospital Kuala
Lumpur (HKL). Although the cause of the cancer was not known, doctors say most oral
cavity cancer (or oral cancer) patients they see are smokers.
Muhammad Faid, a third-year university student in education, said he first had an ulcer on
the left side of his tongue but did not pay attention to it as it was painless.
His mother, who only wanted to be known as Anita, 52, said the wound which appeared
early last year did not go away. In November, a biopsy found it to be cancerous. Between
November and May, he suffered bleeding four times and there was a cavity in the tongue,
she said.
The cancer was in Stage I and II in February but by May, it was Stage III and doctors had
to remove three-quarters of his tongue on May 17, she said.
Doctors had to reconstruct his tongue with a skin graft from his thigh and Muhammad Faid
can now speak a little. He cannot eat yet and feeding is done through a tube while a hole
has been made in his trachea (windpipe) for him to breathe.
Source: http://www.thestar.com.my/news/nation/2017/08/21/smoker-at-17-cancer-patient-at-
24/#b2B6HZMoc3S0ieQ1.99
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Do you think Muhammad Faid brought the cancer upon himself?
A question that starts with Do you think... allows you to give your own opinion on the matter. In
a question like this, you can base your answer on a few things. One, what the report states. Two,
what his doctor claims (Although the cause of the cancer was not known, doctors say most oral
cavity cancer (or oral cancer) patients they see are smokers), on your own research or
experience.
From the text, you can appraise the information given (...started smoking at age 17 and smoked
five sticks a day with his friends...one of the youngest patients to have been diagnosed with oral
cancer and doctors say most oral cavity cancer (or oral cancer) patients they see are smokers)
and make your judgement based on that; that Faid indeed brought this upon himself.
However, you could also argue that there is no certainty on what causes cancer. (Although the
cause of the cancer was not known...) Therefore, Muhammad Faid is not to be blamed.
We see here, often than not, to make a judgement, one falls back on information, beliefs, set
criteria or personal experiences.
EXAMPLE 2
BURDENED by huge debts, a father sold his eight-month-old son to a neighbour, only to regret
it later, reported Makkal Osai.
The neighbour, who already has four daughters and a son, refused to return the infant, resulting
in the father lodging a police report.
The father, known only as Ramesh, had apparently been spreading word in his village in
Hyderabad about selling his baby boy to pay off his debts. His neighbour, Peraiah, then tried to
convince Ramesh to let him adopt the boy.
Ramesh, however, was only willing to do so if Peraiah cleared his debts. After Peraiah cleared a
portion of the debt, he took custody of the boy.
http://www.thestar.com.my/story/#0birRCxYq4muFw0F.99/2012/08/01/
What would you do in Ramesh's position? Would you sell off your child to pay off your debts?
Your answer to this could very much depend on your own principles. For instance, you may find
Ramesh's actions wrong if you believe that a father should care for his child no matter what.
However, you may also hold your judgement because the article does not offer you enough facts
to make an informed decision. It merely states he sold off his son to pay off his debts (...selling
his baby boy to pay off his debts) but does not state what were the debts for, or if he was being
threatened by loan sharks and feared for his son's safety etc.
READING
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EXAMPLE 3 THURSDAY FRIDAY SATURDAY SUNDAY
DAY WEDNESDAY
TEMPERATURE 33'C 38'C 36'C 28'C 29'C
30% 0% 0% 70% 55%
POSSIBILITY
OF RAIN
If you had to plan a picnic for your friends, which day would you choose?
If you study the information given, you may choose Thursday or Friday when it's hot and sunny.
However, those two days may prove too hot. Saturday and Sunday are cooler but there's a
possibility of rain. Wednesday seems to be the best bet.
Ultimately, your choice may depend on other factors as well. Would your friends want to attend
a picnic on a weekday? Do they mind the heat or would they prefer to take the risk of it raining
and have it on the weekend?
READING
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UNIT 16 DRAWING CONCLUSIONS
We draw conclusions all the time. For example, if a group of tourists visited a foreign country
and all came back with bird flu, we can conclude that they caught it in that country. In written
texts, authors may not always state their main idea or point. They however may suggest the main
idea through specific statements in one or many paragraphs that combine to suggest one general
idea. Students are left to draw conclusions by analyzing these sentences and coming to a logical
deduction. Therefore, students use information that is implied to make meaning of what is not
clearly stated.
HOW TO DRAW CONCLUSIONS
• Look for sentences that have a common thread of idea.
• Try and make a connection between these sentences.
• When you piece all the information together, figure out the main idea generated.
• Look for words or expressions that usually indicate a conclusion. For example: therefore,
because of that, we can deduce that, this shows, this proves, as a result
EXAMPLE
Let's look at this example:
What can we conclude from the paragraph below?
Even when women work outside the home, children and housework occupy a great deal of their
attention. We know that working women simply add their work to their domestic and family
responsibilities, thus leaving them with very little energy, much less time, to take advantage of
the social world provided by the workplace or to keep up their social life and sustain leisure
interests. Working therefore may not reduce the social isolation of women as much as expected.
(An excerpt from David de Vaus, Letting Go, Oxford University Press, Australia, 1994)
Let's go through the sentences to understand the flow of thought. READING
Sentence 1
Even when women work outside the home, children and housework occupy a great deal of their
attention.
There is an assumption here that working women are less preoccupied with children and
housework. The use of conjunction even shows that this is not true. Children and housework
occupy a great deal of a working woman's attention.
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Sentence 2
We know that working women simply add their work to their domestic and family
responsibilities, thus leaving them with very little energy, much less time, to take advantage of
the social world provided by the workplace or to keep up their social life and sustain leisure
interests.
The word thus leads us to the next idea which is, women have no time or energy to keep an
active social life.
Sentence 3
Working therefore may not reduce the social isolation of women as much as expected.
The assumption is working reduces the social isolation of women. This is because they are less
preoccupied with children and housework (as stated in the Sentence 2) leaving them time to
socialize. But sentence 3 shows this is not the case. The word therefore is a big help here.
So we can conclude working does not reduce the social isolation of women as expected.
EXERCISE 1 READING
Cherished social theories have been discarded. Conservatives who insisted that the decline
of the traditional nuclear family and growing ethnic diversity would unleash an unstoppable
crime wave have been proven wrong. Young people are increasingly likely to have been
brought up by one parent and to have played a lot of computer games. Yet they are far better
behaved than previous generations. Experts who argued that crime could never be curbed
unless inequality was reduced look just as silly.
MUET July 2017
What conclusion can be made of the paragraph above?
A. Disintegration of the nuclear family leads to crime.
B. Social inequality is not the main cause of crime.
C. Children of single parents are more likely to commit crime.
Answer: B
Justification of answer: Line 2 states clearly that the decline of the nuclear family is not the
cause of crime (key phrase here is have been proven wrong). Similarly, line 3 highlights children
being brought up by single parents, The following line says Yet they are far better behaved than
previous generations. When we read the final line, we can conclude that social inequality is not
the main cause of crime. (key phrase here is look just as silly.)
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EXERCISE 2
Millions of people across the world acquire their second language later in life; in school,
university or work, or through migration or marriage to a member of another linguistic
community. "Many never reach native-like perfection," the study authors pointed out. "For this
population," they continued, "our results are particularly relevant; bilingualism in its broad
definition, even if acquired in adulthood, might have beneficial effects on cognition."
Maybe it is time to blow off the dust off of that Spanish textbook or dig up that Mandarin audio
CD and learn something new.
MUET READING July 2017
The message in the last paragraph is
A. it is never too late to learn a new language
B. you can learn a new language on your own
C. Mandarin is learnt more easily through using audio CD
Answer : A
Justification of answer: To find the message in the last paragraph, you would need to read the
paragraphs before that, in particular the one before the final paragraph. Then only would you get
the idea the author is trying to make.
READING
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UNIT 17 RECOGNISING AND INTERPRETING WRITERS' VIEWS,
ATTITUDES AND INTENTIONS
The writer's view is how he/she looks at a topic. It is conveyed through the language used. A
student can decipher the writer's view or attitude based on the writer's choice of words that
would set a tone for the passage. Once a student understands the writer's views and attitudes, the
student would be able to figure out the writer's intention or reason for writing: was it to
convince, to persuade, to merely state the facts, to criticise etc. The intention of the writer can be
stated explicitly or implicitly where students may have to infer the intent.
HOW TO RECOGNISE AND INTERPRET WRITERS' VIEWS, ATTITUDES AND
INTENTIONS
• Look for words that show the writer's tone in writing. This could include words that
show feelings (eg: detest, adore, saddened) or those that have either a positive or negative
connotation ("I skipped to school that morning" as opposed to "I dragged my feet to
school that morning")
• See if the same tone is used throughout the text.
• If it is, you can figure out the writer's view or attitude towards the topic.
• The tone the writer uses may also help you determine his/her purpose of writing.
EXAMPLE READING
Compare these passages
Passage 1
The treadmill began to whir, and I gripped its handlebars as the belt started moving me
backwards. All I could do now was run -- or begrudgingly barrel forward -- toward an outdated
screen that showed me the terrain I was supposed to be running on. It was made of red squares
stacked up, one on top of another: the higher stacks were supposed to be steep hills, and the
lower ones, valleys. I tried to picture them as burning coals to see if that would make me speed
up or at least feel like this exercise was somehow connected to nature -- even one of its cruel
parts.
Passage 2
The treadmill began to whir, and my heart sped up faster than the belt could go. Instead of
pressing "select" on my remote control to escape into a TV show, I had just selected "Power
Run." A sleek screen with a simple set of red lines showed me the terrain on which I was
running. Those red lines looked like a pulse, and they got me to run farther and faster than I
could ever run when I'm outside, worried about weather, cars, or other people. It may not have
looked like I was going anywhere that night, but I had just broken out of a ten-year slump.
How would you describe this author's attitude towards the treadmill in Passages 1 and 2?
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Let's take a look at the writer's word choices:
Passage 1 Passage 2
• moving me backwards • selected "Power Run."
• begrudgingly barrel forward • a sleek screen
• (red squares are) like burning coals • they got me to run farther and faster
• even one of its cruel parts. • I had just broken out of a ten-year
The words above seem to have a negative slump.
connotation. They show that the writer detest The highlighted words show the writer's
being on the treadmill. positive view of the treadmill
The tone used is one of pessimism or cynicism. The writer's tone is one of excitement and
enthusiasm.
http://www.brainfuse.com/curriculumupload//1356709280903.html
EXERCISE 1
Forget about the spurious benefits of eating shark fin soup, a traditional Chinese delicacy that is
said to be responsible for the needless destruction of some 73 million sharks a year. In Palau,
the first country in the world to proclaim a shark sanctuary, the sharks that frequent the Pacific
Island country's reefs generate enormous financial benefits. A single reef shark can contribute
almost US$2 million in its lifetime to the economy of Palau, according to a new study by the
Australia Institute of Marine Science (AIMS) and the University of Western Australia.
(Adapted from the National Geographic, 3 May 2011)
MUET July 2014
In paragraph 1, the writer's main intention is to
A. highlight the economic value of sharks
B. promote the shark sanctuary in Palau
C. discourage the consumption of shark fins soup
Answer: A
Justification of answer: From lines 4 and 5, the writer talks about the financial benefits the
sharks bring. ( key phrases include generate enormous financial benefits and A single reef shark
can contribute almost US$2 million in its lifetime to the economy of Palau)
READING
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EXERCISE 2
We like to think our intelligence is self-made: It happens inside our heads, the product of
our inner thoughts alone. But the rise of Google, Wikipedia and other online tools has made
many people question the impact of these technologies on our brains. Is typing in the search
term, "Who has played James Bond in the movies?" the same as knowing the answer is Sean
Connery, George Lazenby, Roger Moore, Timothy Dalton, Pierce Brosnan and Daniel Craig?
Can we say we know the answer to this question when what we actually know is how to
rapidly access the information?
An influential theory among psychologists is that we are cognitive misers. This is the idea
that we are reluctant to do mental work unless we have to. We will try and avoid thinking
things fully when a short cut is available. For instance, if you were asked to name the street
where the restaurant serving the best Japanese food in town is located, what would you do?
More often than not, you would type on Google for the information you need. By your action
you have exemplified yourself as a cognitive miser. The theory explains why we would much
rather type than memorise and recall the location of a venue - it is so much easier to do.
Research shows that people do not rely on their memories of things they can easily access.
Things like the world in front of our eyes can be changed quite radically without people
noticing. Experiments have shown that buildings can somehow disappear from pictures we are
looking at, or the people we are talking to can be switched with someone else, and often we
would not notice - a phenomenon called "change blindness". This is not an example of human
stupidity. Far from it, in fact, this is an example of mental efficiency. The mind relies on the
world as a better record than memory, and usually that is a good assumption.
As a result, philosophers have suggested that the mind is designed to spread itself out over
the environment. So much so that, they suggest the thinking is really happening in the
environment as much as it is happening in our brains. The philosopher Andy Clark called
humans "natural born cyborgs", beings with minds that naturally incorporate new tools, ideas
and abilities. From Clark's perspective, the route to a solution is not the issue - having the right
tools really do mean you know the answers, just as much as already knowing the answer.
A memory study by Harvard University provides a neat example of this effect. Couples
were asked to go into the laboratory to take a memorisation test. Half the couples were kept
together, and half were reassigned to pair up with someone they did not know. Both groups
then studied a list of words in silence, and were then tested individually. The pairs that were
made up of a couple could remember more items, both overall and as individuals.
What happened, according to psychologist Wegner, was that the couples in a relationship
had a good understanding of their partners. Because of this, they would quietly divide up the
work between them, so that, say, one partner would remember words to do with technology,
assuming the other would remember the words to do with sports. In this way, each partner
could concentrate on their strengths, so individually they outperformed people in couples
where no mental division of labour was possible. As you rely on a search engine for answers,
you can rely on people you deal with regularly to think about certain things, developing a
shared system for committing items to memory and bringing them out again.
So as well as having a physical environment - like the rooms or buildings we live or work
in - we also have a mental environment. This means that when I ask you where your mind is,
you should not point towards the center of your forehead. As research shows, our minds are
made up as much as by the people and tools around us as they are by the brain cells inside our
skull.
(Adapted from Smart Planet, 2012)
MUET July 2014
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The intention of the writer is to ___________ the students.
A. enlighten
B. entertain
C. persuade
D. advise
Answer: A
Justification of answer: The wrier starts by posing a statement. (We like to think our
intelligence is self-made: It happens inside our heads, the product of our inner thoughts alone)
He then goes on to propose a question. (Can we say we know the answer to this question when
what we actually know is how to rapidly access the information?) The rest of the text is mainly
factual, backed by research and studies. In the final paragraph, the writer clarifies the notion in
line 1 and comes to the conclusion that...our minds are made up as much as by the people and
tools around us as they are by the brain cells inside our skull). This line of thought can be seen
as the writer trying to enlighten his students.
If he wished to persuade, you would find examples of persuasive language. There is also an
absence of advice or humour.
READING
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EXAM PRACTICES
Questions 1 to 7 are based on the following passage.
1 The graph below highlights trends in news coverage of the top five food safety
and nutrition topics tracked by Asia Food Information Centre (AFIC) over a
six-month period.
2 Biotechnology - Public interest has fallen a little over this six-month period, and
news reporting has shifted away from the more polarized 'pro' and 'anti' debate 5
to a more balanced, evidence-based reporting. News coverage of the public
debate is particularly strong for India where legislative changes on the use of
biotechnology seeds for commercial use are anticipated, and in China where
new rules governing import of animal and human food stuffs are due to be
implemented. 10
3 BSE - News reporting of Bovine Spongiform Encephalopathy (BSE) or mad
cow disease has increased substantially following confirmation of BSE
infection in three cattle in Japan. There are no other confirmed cases of BSE in
the Asia Pacific region. There is only one confirmed human death from the
human version of the disease (new variant CJD) and this is believed to have 15
been contracted in the United Kingdom.
4 Healthy lifestyles - A broad-based term, describing news reports focused on READING
adult 'lifestyle diseases' such as heart disease, diabetes and high blood pressure.
As incidence of these diseases continues to rise, public interest in the latest
research and advice for treatment and prevention also grows, particularly in 20
India, Malaysia, Singapore and Australia. However, this issue is an important
one for many other countries also, and many countries have launched health
promotion campaigns to raise the general public's awareness of what they can
do to improve their own health.
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5 Obesity - Public interest in causes and consequences of obesity remains high. 25
News on obesity ranges from highly dubious reports of 'quick-fix cures' to
detailed analyses of the current scientific theories on its causes and effects. Sub-
topics of particular interest are the suggestions by some medical experts that
Body Mass Index ranges used to define obesity amongst Asian populations
need to be lower than those used for western populations. 30
6 Children's diet and health - Interest in how changing lifestyles are impacting on
children's health, particularly on body weight is becoming an increasingly
important topic. Much news interest focuses on diet, although there is
increasing recognition of the other important factors such as decreasing physical
activity levels. Other areas of interest relate to deficiency issues such as iron 35
and other micro-nutrients, plus dental health. Australia (where the government
is planning a children's physical activity promotion campaign), China (new iron
fortification campaign recently launched) and Hong Kong, all cover children's
diet and health topics regularly.
(Adapted from www.afic.org/AFICNews-March2002.htm. March 2002)
1. AFIC tracked only five food safety and nutrition topics over a six-month
duration.
A True Skimming and Scanning Graph
B False Graph : Expressed as % of total
C Not stated of coverage for 25 topics
2. The tracking covered two media: newspapers and television.
A True Skimming a Text to a Get the
B False General Idea
C Not stated (Regional media – may be
newspapers or television or
both)
3. The only countries covered by the tracking were Australia, China, Malaysia,
Singapore and India.
A True Skimming a Text to Get the
B False
C Not stated General Idea
(Line 21 – 22: However, …
for any other countries also …
launched health.)
READING
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4. Interest in biotechnology fell over the six-month period while interest in the
other topics increased.
A True Skimming and Scanning Graph
B False (The graph shows that interest
C Not stated in biotechnology is lower for
the last 3 months while it is
higher for the other topics)
5. There was more media coverage on the pros and cons of the use of
biotechnology
A True Making inferences.
B False (Line 5 - 6: … news reporting has
C Not stated
shifted away from the more polarized
‘pro’ and ‘anti’ debate to …)
6 One human death of new variant CJD was confirmed to have been contracted in
the United Kingdom.
A True Distinguishing Facts from Opinions
B False (Line 14 – 16: … disease (new
C Not stated variant CJD) and this is believed
(not confirmed) to have been
contracted in the United Kingdom.)
7 An article on diabetes among children would be listed under the topic, Healthy
lifestyles.
A True Drawing Conclusions.
B False (Line 17 – 18: … focused on adult
C Not stated ‘lifestyle diseases’…)
(Source: MUET Reading March 2012)
Questions 8 to 14 are based on the following passage.
1 Exercising regularly may make you seem nine years biologically younger READING
than those who do not, say scientists. Inactivity not only leads to a greater risk
of age-related diseases, but it may also influence the ageing process itself,
2 researchers believe.
A study of twins found there was a difference of about nine years of ageing 5
between those who exercised regularly and those who did not, even after
3 considering other influences including body mass index (BM1), smoking and
socio-economic status (SES).
Researchers at King's College, London, and in the United States of 10
America (USA) studied ageing in 2401 twins by analyzing telomeres, which
cap the end of chromosomes in cells and protect the telomeres from damage.
Telomeres shorten with age, leaving people increasingly susceptible to cell
damage, which causes disease. However, there is considerable variation
4 15
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between individuals, and recent research has also linked lifestyle factors such
as smoking and obesity with shorter than average telomeres.
Those who exercise regularly are already known to be at lower risk of
cardiovascular disease, Type 2 diabetes, cancer, high blood pressure, obesity
and osteoporosis. Comparing twins who were raised together but did different 20
amounts of exercise, the researchers found that on average, the telomeres were
5 significantly longer in the more active twin. The study concluded: "The USA
guidelines recommend that 30 minutes of moderate-intensity physical activity
at least five days a week can have significant health benefits. Adults who 25
6 partake in regular physical activity are biologically younger than sedentary
individuals."
Dr. Lynn Cherkas, from the Twin Research and Genetic Epidemiology
Unit at King's College, London, said: "Overall, the difference in telomere
7 length between the most active subjects corresponds to around nine years of 30
ageing."
8 Professor Tim Spector, also .from King's College, London, added: "Our
study, performed on a large cohort, indicates that differences in telomere
length between active and inactive individuals cannot be explained by 35
variations in genes, smoking, BMI and SES".
"A sedentary lifestyle appears to have an effect on telomere dynamics -
thus providing a powerful message that could be used by clinicians to promote
the potentially anti-ageing effect of regular exercise."
However, Jack Guralnik, from the National Institute on Ageing, Baltimore,
said more work was needed to show a direct relationship between ageing and
physical activity.
(Adapted from New Sunday Times, February 3, 2008)
8. Telemores are longer as a result of an active lifestyle.
A True Distinguishing Facts from Opinions
B False Line 18 - 19: … the telomere were
C Not stated
significantly longer in the more
active twin.
9. The research involved twins who did not grow up together.
A True Distinguishing Facts from Opinions
B False Line 17 - 18: … Comparing twins who
C Not stated
were raised together but with different
amounts of exercise.
10. The purpose of the study was to determine the relationship between
exercise and ageing
Skimming a Text to Get the General
A True Idea. READING
B False Line 21 – 22: Adults who partake …
C Not stated
sedentary individuals
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11. However, there is considerable variation….with shorter than average
telemores (lines12-14). This shows that the findings are
A inconclusive Drawing Conclusion.
B unaccountable Line 34 – 35 : … more work …
C misrepresented
physical activity
12. The report could be seen as Making inferences
promoting Line 19 – 20: …recommend that … health
benefits:
A a change in lifestyle Line 31 – 32: … promote the potentially
B regular physical activity anti-ageing effect of regular exercise
C more research among twins
Derive Meaning of Words Using
13. cohort ( line 27) means Contextual Clues.
A team Line 26-29: Our study … SES
B crowd
C sample
14. Jack Guralnik can be described as Drawing Conclusions
A sympathetic Line 34 – 35: … more work was
B enthusiastic needed …
C cautious
(Source: MUET Reading July 2012)
ANSWER KEY
KEY READING
QUESTION NUMBER
B
1 C
2 B
3 A
4 B
5 B
6 B
7 A
8 B
9 A
10 A
11 B
12 C
13 C
14
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WRITING
MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
OVERVIEW
This Teaching and Learning Module is designed for teachers to help their students
develop the skills and strategies of report and essay writing. Developing writing skills is an
ongoing process, and one that involves frequent reflection on the way students tackle the tasks. It
is hoped that teachers can help the students to break down the task of report and essay writing
into separate elements, and guide them through the elements of writing. Teachers need to
develop an action plan to manage their students’ learning and improvement. This module can be
used in a variety of ways. Teachers can choose the sections that they feel are most relevant to
their students’ needs, or they can work through it with their students from the beginning to the
end.
AIM
This module provides a guided approach for teachers to equip their students with
language and writing skills that will be assessed in MUET (Writing).
OBJECTIVES
After going through the module, the teachers should be able to:
• plan their MUET (Writing) lessons more effectively and systematically
• develop the students’ writing skills
• teach the students the techniques of answering the questions
• help the students to achieve the learning outcomes necessary for MUET (Writing)
• identify the elements of a good report and essay
MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
THE MUET WRITING PAPER
The MUET Writing Paper is set to test the students’ ability to write a report and essay
according to the requirements of the tasks. The students are assessed on their mastery of
conceptual elements for writing, treatment of subject matter, mechanics of writing as well as
language proficiency.
PAPER 4: WRITING (800/4)
No. Item Description
1 Weighting 30%
2 Duration 90 minutes
3 Number of 2
questions
4 Possible genres Report, essay, article, letter
5 Rhetorical style Analytical, discursive, argumentative, persuasive
6 Task Question 1 Report based on information in specific stimuli provided
(Length: 150 to 200 words)
Question 2 Extended writing based on a given topic (Length: at least 350
words)
7 Skills tested As in the test specifications
MARKS (100 marks –» 90 out of 300 marks)
Question 1 (Report) – 40 marks
Task Fulfilment - 20 marks
Language & Organisation - 20 marks
Question 2 (Extended Writing) – 60 marks
Task Fulfilment - 30 marks
Language & Organisation - 30 marks WRITING
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REQUIREMENTS OF THE TASKS
Question 1
The task requires the candidates to analyse, synthesize and organise information from the
visuals into a coherent piece of writing within the specified number of words. Accuracy and
conciseness of information as well as correctness of language of reporting and logical
connection of information between the visuals are the requirements of the task.
There should be an introduction, an overview, analysis and synthesis of key features, as
well as a conclusion in the report. The candidates are expected to give a complete introduction of
the visuals displayed followed by a clear, appropriate overview that gives the overall trend of the
key features and that shows how the information in the visuals are linked.
When presenting the report, the candidates are to be selective and analytical so as to
highlight and compare the significant key features in the visuals. Apart from that, they have to
link the information in the visuals. This entails skills which include identifying relevant
information as well as analysing and synthesizing information.
In terms of language, the candidates are to observe of the mechanics of report writing and
to write the report in a formal tone using accurate and appropriate language, as well as precise
and apt words. The report must not only be clear, concise, coherent and cohesive, but it must
also be written within the specified number of words.
Question 2
The task requires the candidates to give an opinion or to make a stand based on the
statement given. Logic, depth and maturity of thought are sought. A discursive or argumentative
voice is also expected in the writing.
The candidates have to state their opinion and support it with logical reasons, explanations WRITING
and examples. They also need to be clear on the opinion held and be consistent with it. In
answering the question, three angles of discussion may be adopted. Candidates may agree, or
disagree with the statement, or partially agree with it.
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Whichever opinion or stand the candidates take, they are expected to justify their
viewpoints by giving logical reasons, explanations and examples to justify their stand. They
could also discuss or argue should they disagree with the statement. In terms of development of
ideas, the elaborations should not only be convincing and clearly linked to the topic, but they
should also support the stand. Furthermore, the voice should be assertive, yet persuasive enough
to engage and compel the reader to be in agreement with the writer.
The use of language should be consistently accurate and appropriate to the task, content
and intention. Moreover, clarity as well as cogency of expression and vocabulary should be used
appropriately to express the subtleties of meaning. Ideally, three well-developed points should be
given in support of the stand, and the essay should be written in the number of words stipulated.
ASSESSMENT OBJECTIVES
COMPONENT TEST SPECIFICATIONS
Writing Candidates are assessed on their ability to write various types of text
covering a range of rhetorical styles.
WRITING
Assessment will cover the following:
(i) Accuracy
• using correct spelling and mechanics
• using correct grammar
• using correct sentence structures
(ii) Appropriateness
• using varied vocabulary and expressions
• using clear varied sentences
• using language appropriate for the intended purpose and audience
• observing conventions appropriate to a specific situation or text
type
(iii) Coherence and cohesion
• developing and organising ideas
• using appropriate markers and linking devices
• using anaphora appropriately together with other cohesive
devices
(iv) Use of language functions
• defining, describing, explaining
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• comparing and contrasting
• classifying
• giving reasons
• giving opinions
• expressing relationships
• making suggestions and recommendations
• expressing agreement and disagreement
• persuading
• interpreting information from non-linear texts
• drawing conclusions
• stating and justifying points of view
• presenting an argument
(v) Task fulfilment
• presenting relevant ideas
• providing adequate content
• showing a mature treatment of topic
Possible genres:
Report, essay, article, letter
THE WRITING COMPONENT
SKILLS TO BE TAUGHT LEARNING SUGGESTED
OUTCOMES ACTIVITIES
• using correct spelling and • using correct • studying samples of WRITING
mechanics conventions and various genres like
format reports, articles, letters
• using correct grammar and essay
• using correct sentence • using correct language
• using appropriate • using appropriate and
structures varied vocabulary
• using varied vocabulary register
• writing cohesively and • identifying a range of
and expressions style and tone
• using clear varied coherently
• writing in an • writing reports, articles
sentences and essays
• using language appropriate style and
tone • understanding the task
appropriate for the • writing for a specific rubrics of the task
intended purpose and purpose by drawing
audience information from non- • brainstorming to generate
• observing the writing linear stimuli ideas
conventions appropriate
• writing clear thesis
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to a specific situation or • giving a personal statements
text type. response based on a • writing appropriate and
• developing and given stimulus
organizing ideas effective introductions
• using appropriate markers • developing and
and linking devices
• using anaphora organizing ideas in
appropriately together paragraphs
with other cohesive • writing appropriate and
devices effective conclusions
• defining, describing, • expressing and supporting
explaining viewpoints with examples
• comparing and and elaboration
contrasting • using appropriate linkers
• classifying • linking ideas using
• giving reasons cohesive markers
• giving opinions • developing and
• expressing relationships organizing ideas on a
• making suggestions and current topic using
recommendation sequencing principles e.g.
• expressing agreement and time, space, cause and
disagreement effect
• persuading • rearranging jumbled
• interpreting information paragraphs of a
from non-linear texts newspaper editorial into a
• drawing conclusions coherent text
SKILLS TO BE TAUGHT LEARNING SUGGESTED
OUTCOMES ACTIVITIES
• stating and justifying
points of view • sequencing given
information in response to
• presenting an argument a letter of complaint
• task fulfilment
• presenting relevant ideas • extracting irrelevant
• providing adequate information on a talk
content • writing a 150-word report
• showing a mature in response to a non-
linear text (with emphasis
treatment of topic on introduction, analysis
and synthesis of
information given, and WRITING
conclusion)
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• commenting on a current
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social issue
• writing a 150-word report
based on a selected non-
linear text
• writing an essay in
response to a given
stimulus (with emphasis
on task fulfilment,
language and
organization)
WRITING
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MUET (WRITING)
Question 1
QUESTION 1 – REPORT WRITING
The task requires the candidates to use formal academic English to write a report on the
information in the visuals (e.g. graph, chart or table) in not more than 200 words. Candidates are
to highlight the significant key features when they compare and link the information.
The report should have the following: WRITING
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• an introductory sentence
• an overview or overall trend
• analysis of data or information (comparison)
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• synthesis of data or information (link)
• conclusion
Do’s and Don’ts
• Spend one or two minutes studying the key features of the visuals and their trends before
writing the report
• Identify the significant key features and their patterns (e.g. the highest point / amount, the
lowest point / amount, the figures that are constant / have no change / fluctuate / have a sharp
increase / have a drastic drop)
• Do not present every key feature; analyse and synthesize only the significant key features
• Try to link the analysis of information in Visual 1 with the analysis of information in Visual 2
in one sentence (2 analyses and 1 synthesis in one sentence)
• Make sure that the data or information presented is accurate
• Present the information in an organised way and connect the information using linkers
• Try to use different ‘trend’ words and conjunctions when analysing and synthesizing the
information
• Use a variety of sentence structures (simple, compound and complex sentences) to present the
information (avoid having the same sentence pattern)
• The whole report should be written in the simple past tense form except for the introductory
sentence which should be written in the simple present tense form
• Do not make assumptions, give opinions or irrelevant information (write only what is
presented in the visuals)
• Do not exceed the 200-word limit
HOW TO WRITE THE TITLE
• Refer to the rubrics and headings of the visuals
• The title should be a combination of the headings of all visuals
Example
Study the visuals below. Using only the information provided, analyse the number of heart
attack cases among men and women. In your answer, you are to link the information presented
in both visuals. You should write 150 to 200 words.
[40 marks]
KEMENTERIAN PENDIDIKAN MALAYSIA 141 | P a g e
MALAYSIAN UNIVERSITY ENGLISH TEST (MUET): TEACHER’S HANDBOOK
Figure 1: Number of Heart Attack Cases among Men and Women (2011-2015)
700
Number of Cases 600 600
500 500
450
Men
400 380 Women
300 320
200
150
100 100 100 100 80
0
2011 2012 2013 2014 2015
Year
Figure 2: Activities Performed by Men and Women (2011-2015)
Activity 2011 2012 2013 2014 2015
MW MW MW MW MW
Complete office work √√ √√ √√ √√ √
√ √ √
Attend meetings √ √ √
√ √ √ √√
Manage staff problems √ √
√
Meet clients √
Attend to children √
Note: M = Men W = Women
(MUET March 2016, Question 1)
Title: Number of Heart Attack Cases among Men and Women and Activities Performed by
Them (2011-2015)
Exercise 1
Based on the visuals below, write a suitable title for the report.
A study was carried out to compare the market shares of four hypermarkets from 2008 to 2014
in Malaysia. Write a report using only the information provided. In your answer, you are to link
the information presented in the visuals. You should write 150 to 200 words.
[40 marks]
WRITING
KEMENTERIAN PENDIDIKAN MALAYSIA 142 | P a g e
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MUET Teacher's Handbook
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