Text I: Writing Between the Lines
Text II : Handling the Knowledge Explosion
Text I is intended for intensive study,
where much attention is given to reading
skills and writing skills. Through studying
this text the students are supposed to
learn more of the expository writing
intended to inform a general audience.
They will learn more information on taking
notes besides learning some useful words,
expressions and sentence patterns.
Text II is intended for extensive
reading practice, and it takes less
time than Text I. Through learning
this passage the students are
supposed to read for main idea and
general understanding while thinking
actively besides learning some new
words and expressions.
Setting the Scene
Have you heard of the phrase “read
between the lines”? What does it
Could you please guess the
meaning of write between the
lines? Should it be taken literally
or figuratively in this text? What
might be the content of the text?
• Mortimer Jerome Adler
Mortimer Jerome Adler, born 1902 in New
York City, was an American philosopher,
educator, and author. He began his career
as a secretary and copywriter for the NEW
YORK SUN and through a program of
formal and self education was awarded a
Phd. from Columbia
Adler, who became associate professor there in
1930, continued to participate in the Honors
program, instituted by John Erskine, which
focused on the reading of the classics. His tenure
at Columbia included study with such eminent
thinkers as Erskine and John Dewey. This kind of
environment inspired not only his interest in
reading and the study of the "great" books of
"Western Civilization," but his insistence on the
establishment of an integrated philosophy of
science, literature, and religion.
Detailed Study of the Text
The whole class discuss the text
paragraph by paragraph; point out the
topic sentence or summarize the main
idea of each paragraph; notice the
choices of words and review some
grammatical rules learnt.
• read between the lines: to understand from a
situation which is not actually stated; find more
meaning than the words appear to express
e.g. She said she was managing all right, but
reading between the lines I could see she was
• c.f. write between the lines: take notes between
• get…out of: gain/ obtain… from
e.g. I get a lot out of Professor Wang’s lectures.
The writer gets a lot out of his experiences.
c.f. get out: become known
e.g. If the secret gets out there’ll be trouble.
get out of sth/doing sth: avoid (a responsibility
e.g. I wish I could get out of (going to) that meeting.
• persuade: v. induce, meaning to win someone over,
as by reasons, advice, urging, or personal
e.g. How can we persuade him into joining us?
His parents persuaded him out of playing on-
He persuaded his wife to change her mind.
c.f. induce: v. to persuade sb to do sth usually
that does not seem wise
e.g. What induced you to do such a foolish thing?
• be likely to do: probably do
e.g. It is likely to rain.
Are you likely to be in London this year?
An accident is likely to happen at that intersection.
It’s highly likely that he will succeed.
as likely as not: (spoken) very probably
e.g. It’ll snow this afternoon, as likely as not.
As likely as not, they have learned the news already.
• contend: v. to argue, claim
e.g. The official in the tax office contended
that the shopkeeper was innocent.
I contend that I did not cheat in the exam.
to contend against/with sb for sth
• mark up: make marks in/on
e.g. mark up goods（标出定价）
mark up desk/wall
• only when: Notice that when “only” is
at the beginning of a sentence, the
sentence order is inverted.
e.g. You know whether you can do it or
not only when you have tried it.
Only when you have tried it do you
know whether you can do it or not.
• transfer from…to: to move (sth) from one
place, etc. to another
e.g. The truck transfers goods from Tsing Tao
to Weihai everyday.
The office was transferred from Shanghai
• in the most important sense: in the
full/real/most important meaning (of the word)
I think he may be right in a sense.
Psychologists are also aware that both language
and learning are in some sense social phenomena.
The word “transfer” can be used in a few senses.
In its broad sense it is similar to “move”, but in
its narrow/strict sense it is not.
in the best/figurative/full/literal/proper sense
• absorb: take sth in
e.g. This job absorbs all of my time.
The novel absorbed his attention. (attract his
c.f. be absorbed in: be wholly engaged/engrossed in
e.g. He is absorbed in his study.
She was completely absorbed in her own affairs.
He found his uncle absorbed in the reading of a
• do sb good: benefit sb
e.g. Eat more fruit; it will do you
Her holiday had done her good.
Word-by-word reading method
doesn’t do you good to improve your
• restrain: v. hold back, stop sb from doing
sth, often by using physical force
e.g. We had to restrain him from using
I can't restrain my anger when I hear
of people being cruel to animals.
Price rises should restrain consumer
• dog-eared: worn with the corners of the leaves
e.g. A dog-eared book must be a well-read book.
Other similar phrases:
• respect for: Notice the preposition “for”. Also see
Line 29 and Line 30
e.g. have no respect for old people/law
• from front to back: from cover to cover.
e.g. Some “popular papers” are not worth reading
from front to back.
Other similar phrases:
from beginning to end
from end to end
• intact: undamaged, complete
e.g. The terra cotta warriors in the Qin tombs
were found to be intact.
He lived on the interest and kept his capital
The vase that dropped remained intact.
keep/leave sth intact
• no more…than: See Para. 2 of Text IA, Unit 2
e.g. I can no more play tennis than I can play golf.
• so to speak: as it is, if I may say so
e.g. Many Korean actresses, so to speak, are
surgically perfected beauties.
He is, so to speak, our king.
• be inseparable from: can’t be separated from
e.g. Taiwan Island is inseparable from China’s
Britain’s economic fortunes are inseparable
from the world situation.
• score: n. a written copy of a piece of music
e.g. Have you a copy of the score of this opera?
He wrote scores for many hit musicals.
Follow the score while listening to music.
• Other examples:
The final score was two goals to nil.
The score was 2-0 for the home team.
a score: 20
scores of: a large number of
e.g. There were scores of people waiting.
• confuse…with…: to fail to tell the difference between
e.g. The twins resemble each other so much that I often
confuse the elder sister with the younger one.
• get in the way: make it difficult for sth to
e.g. He never gets in anybody’s way.
Don’t leave your bicycle there; it will get in
the way of pedestrians.
Her social life got in the way of her studies.
My poor pronunciation gets in the way when I
communicate in English with others.
I’m afraid your car is in the way.
If you want to go abroad, we won’t stand in
• be indispensable to: be essential/necessary to
e.g. Just as water is vital to fish, air is indispensable
Books are indispensable to a scholar.
A balanced diet is indispensable for good health.
Your help is indispensable for the success of the
• tend to do: have a tendency to do, be likely to do
e.g. Prices tend to come down.
People tend to get fat when they are getting old.
• think through: to consider fully
e.g. You have to think through all the considerations
before you make a decision.
Think it through carefully before you give me
your final decision.
• glide: v. move in a smooth, quiet and continuous
manner, as is characteristic of dances
e.g. A submarine glided silently through the water.
The years glided past.
Swans are gliding gracefully on the lake.
The dancers glided over the floor of the room.
• c.f. slide: v. move rapidly and easily, suggesting
accelerated motion without loss of contact with the
e.g. The children like sliding down the stairs.
Hearing his mother coming in, Tom slid his
toy quickly out of sight under the pillow and
started to read.
slip: v. move smoothly or unnoticed, suggesting
involuntary rather than voluntary, and a loss of
footing and a fall
e.g. My foot slipped on a banana peel and I nearly
His name slipped my mind.
• come up with: think of (a plan/an answer/a reply/a
solution/a suggestion, etc.); produce, find
e.g. He came up with a new idea for increasing sales.
The teacher asked a difficult question, but finally
Ted came up with a good answer.
Scientists will have to come up with new methods
of increasing the world’s food supply.
come up with an understanding: develop or produce
• require: v. here, call for, the same as demand in
Generally require indicates pressing need.
e.g. require presence/patience/obedience
• c.f. demand: indicating asking for as an order
e.g. demand passport/payment of the debt/a
million dollars ransom
• be rich in: contain a lot
e.g. China is rich in oil and other natural resources.
Oranges are rich in vitamin C.
This play is rich in humor.
Our home is always rich in love and understanding.
c.f. teem with: have sth in large numbers
e.g. The river was teeming with fish.
His mind is teeming with bright ideas.
• set sth down: to write/note/jot down
e.g. Why don’t you set your ideas down on paper?
I will set down the story as it was told to me.
Rules have been set down and must be obeyed.
I’ll set down one or two points while they are
fresh in my mind.
set sb down: (of a vehicle) stop and allow (a
passenger to get off)
e.g. The bus stopped to set down an old lady.
• sharpen: to make sharp
e.g. Please sharpen this pencil.
Debates sharpen one’s wits.
sharpen those questions (to make those
questions clear in mind)
• margin: n.
a. a space near the edge of a page
e.g. Make notes in the margin of your book.
Draw a margin 1 inch wide down the edge of
b. an amount allowed beyond what is needed
e.g. Our plans allowed a wide margin for error.
We allow a margin of 15 minutes in catching
c. (in business) the difference between the buying
and selling price
e.g. a business operating on a tight/small/narrow
margin of profit
win by a wide/narrow/significant margin
• pick up: take hold of
e.g. The bird pick up a worm.
She picked up her handbag and left.
• pick up (Line 56): start again
e.g. They picked up the conversation after an
We picked up the work where we left off.
pick up one’s courage/spirit/knowledge of/
The firm is picking up.
• leave off sth /doing sth: stop doing sth
e.g. It’s time to leave off work. （下班)
Leave off whistling like that.
She left off sobbing at last, and dried her eyes
with her handkerchief.
The rain has left off.
We will start at the point where we left off.
leave off bad habits（戒坏习惯）
begin where one’s father left off（继承父业）
• be supposed to: be expected to, be required to
e.g. You are supposed to pay the bill by Friday.
Every pupil is supposed to be in his classroom
at 9 a.m.
What is he supposed to be doing now?
• consist in: have sth as its chief element; be based on
e.g. The beauty of the plan consists in its simplicity.
Happiness does not consists in how many
possessions you own.
Education does not consist simply in learning a lot
• c.f. consist of: be made up/composed of
e.g. UK consists of Great Britain and Northern Ireland.
A university consists of teachers, administrators
Our dinner consisted of three courses only.
Do you think writing between the
lines is really an effective way of
reading? Please make a list of
efficient reading skills.
Text II: Handling the Knowledge
Questions to think about:
1. Instead of eliminating or disregarding the
knowledge explosion, what can we do about it?
2. What is our greatest reading problem?
3. What is the difference between “ finding
time to read” and “making time to read”?
4. What do you do if you make time to read? How
can you do more hours of reading a week if you
spend only an hour a day?
5. What are the three brakes that slow down your
6. What solution to the problem of slow reading
speed does the author suggest?