Lab Activity 30: Transitions and Thought Patterns <IMG SRC="/wps/media/objects/2164/2216855/tbskils_small.gif" ALT="tbskils

Chapter 6: Transitions and Thought Patterns
Lab Activity 30: Transitions and Thought Patterns

Objective
To use your knowledge of transitions and paragraph patterns to read a textbook passage with understanding.

Step 2: Refer to the history textbook selection "Native-Born Spanish Speakers" in the Lab Manual to answer the following questions.

Native-Born Spanish Speakers Timeline

For each item below, use the pull-down menu to select the letter which labels the correct part of the image.

The letters A through D appear on an image associated with this question.

Chávez founded the National Farm Workers Association, which later became the United Farm Workers Organization Committee.

During World War II and again between 1948 and 1965, federal legislation encouraged the importation of braceros (temporary farm workers).

Born in 1927, Chávez grew up in California migrant camps.

Chávez served in the navy in World War II.

5. Which sentence could serve as the thesis statement for the selection?

a. Many of these Mexicans and other Spanish-speaking people, including the thousands from the territory of Puerto Rico who could immigrate to the mainland legally in unlimited numbers, settled in the big cities, where low-paying but usually steady work was available.

b. Spanish-speaking residents of the Southwest, native- and foreign-born, and to a lesser degree those in the big eastern cities, were for a time largely apolitical; they tended to mind their own business.

c. The history of Spanish speakers in the southwestern part of the United States shows an increase in cultural and political awareness.

d. One Chicano nationalist group tried to secede from New Mexico, an act that brought it into confrontation with the army.

6. The struggles of blacks for equality went hand in hand with the struggles of those of Mexican descent, principally in the Southwest. After World War I, thousands of immigrants from Mexico flocked into that part of the country, mingling with the far larger native-born Hispanic population. They could do so legally because the restrictive immigration legislation of the 1920s did not apply to Western Hemisphere nations. When the Great Depression struck, Mexican Americans were the first to suffer—about half a million Hispanics who were not citizens were either deported or "persuaded" to return to Mexico. But during World War II and again between 1948 and 1965, federal legislation encouraged the importation of braceros (temporary farm workers). Many other Mexicans entered the country illegally. The latter were known as mojados, or "wetbacks," because they often slipped over the border by swimming across the Rio Grande.

The words in bold type in the paragraph indicate what kind of pattern?

a. listing

b. time order

c. classification

7. Many of these Mexicans and other Spanish-speaking people, including the thousands from the territory of Puerto Rico who could immigrate to the mainland legally in unlimited numbers, settled in the big cities, where low-paying but usually steady work was available.

The word in bold type in this sentence is what kind of transition word?

a. addition

b. time order

c. classification

8. They urged friends and relatives to take pride in their traditions and culture, to demand their rights, and to organize themselves politically. One Chicano nationalist group tried to secede from New Mexico, an act that brought it into confrontation with the army.

The word in bold type in the second sentence indicates what kind of transition?

a. addition

b. time order

c. classification

9. After serving in the navy during World War II, he went to work for the Community Service Organization (CSO), a group seeking to raise the political consciousness of the poor and to develop self-help programs for them.

What two words indicate time transition?

a. of, for

b. group, raise

c. after, during

d. raise, develop

10. The predominant pattern of paragraphs 4 and 5 is

a. listing.

b. time order.

c. classification.