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Reading and Literature Studies · Reading Like a Grade 10 Critic: Literature, Information and Shakespeare

Making and Explaining Inferences with Stated and Implied Ideas

1.4About 65 minutes
Learning goals
  • I can tell the difference between stated and implied ideas.
  • I can make inferences about characters from dialogue and actions.
  • I can explain an inference with well-chosen evidence and clear reasoning.
  • I can infer the target audience of an informational text.

Words to know

inference
A reasoned conclusion based on clues in a text and your own knowledge.
stated idea
An idea written directly in a text (explicit).
implied idea
An idea suggested but not stated (implicit).
well-chosen evidence
Specific, relevant quotations or details, ideally more than one.
target audience
The group of readers a text is mainly written for.
tentative
Held carefully, open to change if new evidence appears.
irony
A gap between what is said or expected and what is really meant or what happens.

Hook: crumbs on the dog

Your little cousin says, I didn't eat the cookies. There are crumbs on the dog, crumbs on your cousin's shirt, and the cookie jar is on the floor beside a chair. Nobody told you what happened, but you know. You made an inference: a conclusion built from clues plus what you already know.

Authors rely on this. They rarely say Grandpa was afraid of getting old. They show you, and trust you to work it out.

Remember from Grade 9

In Grade 9 you made local inferences (about one line or moment) and global inferences (about a whole text), using explicit and implicit evidence, mostly in drama. In Grade 10 the focus is on explaining your inferences: choosing the best evidence and showing the reasoning step by step, in stories, articles and newspapers.

Stated and implied ideas

  • A stated (explicit) idea is written directly: the thermometer read minus eighteen.
  • An implied (implicit) idea is suggested by details, actions, dialogue or silence: a man who is late for a job he has done on time for decades is probably struggling with something.

The curriculum asks you to support inferences with well-chosen stated and implied ideas. Well-chosen evidence is:

  1. Specific: a short exact quotation or detail, not the whole story shows it.
  2. Relevant: it points directly at your inference.
  3. Plural: two or three clues are stronger than one.
TEXT CLUEstated or implied(quote it)+WHAT I KNOWabout peopleand the worldINFERENCEa reasoned conclusion(often with “probably”)Then CHECK: does other evidence in the text support it, or contradict it?
An inference is a clue plus knowledge. A good reader then checks it against more evidence and changes it if the text disagrees.

The Rink Keeper

(A short story written for this website.)

Every night in January, at exactly nine o'clock, Grandpa pulled on his old green parka and went out to flood the rink. He had built it in the backyard the winter my mother was born, and he had flooded it every winter since.

This year, his parka hung on the hook until 9:20.

"You going out?" I asked.

"In a minute." He was watching the hockey game, but when I asked him the score, he didn't know it.

At 9:35 he stood up, slowly, one hand on the arm of the chair. Outside, the thermometer by the back door read minus eighteen. He uncoiled the hose from the laundry tub, where it had been warming all day, and I followed him without asking.

The water steamed as it hit the ice. Grandpa worked from the far boards toward the house, the way he always did, so he wouldn't trap himself. But twice the hose slipped in his glove, and the spray went sideways into the snowbank.

"Cold makes the rubber stiff," he said. I hadn't asked.

When the first pass was done, he stood at the edge, breathing hard, little clouds coming out of him. Then he held the nozzle out to me.

"Thin coats," he said. "Thin coats or it'll be bumpy. Your mother never got it right."

I took it. My first pass was crooked, and I missed a corner. He didn't say anything. He just pointed.

When we went in, he hung up his parka and left the hose by the door instead of coiling it.

"Same time tomorrow," he said. "Nine o'clock. Don't be late."

Worked example

Let's explain an inference step by step

Inference: Grandpa is struggling with getting older and finds it hard to admit it. Support this with well-chosen evidence and explain it.

  1. Clue 1 (stated): his parka hung on the hook until 9:20, and he had always gone out at exactly nine o'clock. Knowledge: when someone delays a familiar task, they are often dreading it. So: the job has become hard for him.
  2. Clue 2 (stated): he stood up, slowly, one hand on the arm of the chair and later stood breathing hard. Knowledge: these are signs of physical difficulty. So: his body is not as strong as it was.
  3. Clue 3 (implied, from dialogue): Cold makes the rubber stiff, he said. I hadn't asked. Knowledge: people who explain a mistake nobody mentioned are often covering embarrassment. So: he doesn't want to admit his grip is weak.
  4. Put it together in a paragraph: Grandpa is struggling with aging but finds it hard to admit. A man who once went out 'at exactly nine o'clock' now delays until 9:35 and stands up 'slowly, one hand on the arm of the chair.' When the hose slips, he explains, 'Cold makes the rubber stiff,' although the narrator 'hadn't asked,' which suggests he is covering his embarrassment.

Three specific clues, each linked to an inference with a short explanation, add up to a supported conclusion.

What dialogue reveals indirectly

In fiction, dialogue often says one thing and reveals another. Look at Grandpa's last lines: Same time tomorrow. Nine o'clock. Don't be late. On the surface it's an order. Underneath, he is asking the narrator to come back, and he is handing over the job. The irony is gentle: he was the one who was late tonight.

Also watch actions that break a pattern: he left the hose by the door instead of coiling it. A man with a forty-year routine changes it on purpose. The most likely inference: he expects the narrator to use the hose tomorrow.

Inferences about informational texts

You can also infer things a text never states, such as its target audience. Editors put the stories they think their readers care about most at the top of the front page, in the biggest type, and cover them in the most detail. Look at two imaginary front pages.

THE DAILY LEDGERInterest Rates HoldSteady; Markets RisePension plans:what changesBusinessbriefs, p. B1THE TOWN TIMESHawks WinHigh School Final!New skate park opens SaturdayWinterconcert datesFree familyskate times
Two imaginary front pages. The biggest headline and the stories given the most space show what each paper's editors think their readers care about.
Worked example

Let's infer the target audience

Using the two front pages, infer the target audience of each newspaper. Support each inference with evidence.

  1. The Daily Ledger: the lead story is about interest rates and markets, with pension plans and a business section promoted. Knowledge: these matter most to adults who invest, save for retirement or run businesses. Inference: it probably targets adult readers interested in finance and business, possibly across a whole region or country.
  2. The Town Times: the lead story, in the largest type, is a high school hockey final, with a skate park, winter concert dates and family skate times. Knowledge: these matter to local families. Inference: it probably targets families in one community.
  3. Hedge it: we say probably because a front page is limited evidence. Checking the inside pages, ads and price would strengthen the inference.

The Ledger: adults interested in business and money. The Town Times: local families. Both inferences rest on what is placed most prominently and covered in the most detail.

Just for fun

Inference in action: a teacher sees a student's essay is titled My Summer Vacation, it is the middle of February, and the essay begins, As I have told you before... Without a single stated fact, the teacher infers this essay has been recycled.

Hands-on activity

The fridge-door inference game

You need: one family member, a notebook, and some everyday clues in your home.

  1. Your family member secretly chooses a room and arranges three clues about something that "happened" there (for example: a mug left out, a book open face down, a coat on a chair).
  2. Write an inference about what happened, with each clue quoted or described as evidence, and the knowledge that links it.
  3. Swap roles.
  4. Then read a short story or a news article and write one inference about a character or the audience, with two pieces of evidence and an explanation, using the paragraph model from the worked example.

What to look for: inferences that are supported (not wild guesses), evidence that is specific, and a linking explanation in the student's own words.

Your turn

1

What is the difference between a stated idea and an implied idea?

2

What can you infer from Grandpa not knowing the hockey score? Explain.

3

Why does the narrator say I hadn't asked after Grandpa's comment about the rubber?

4

What does Your mother never got it right suggest about the family?

5

Why does it matter that Grandpa left the hose by the door instead of coiling it?

6

What three qualities make evidence well-chosen?

7

Infer the target audience of a magazine whose cover stories are Best Budget Laptops for Students and Acing Your First Year at University.

More practice: warm-up

1

What is an inference?

2

Is the thermometer read minus eighteen stated or implied?

3

Who is the narrator of The Rink Keeper?

4

Why do careful readers use words like probably in inferences?

5

On a front page, where do editors usually place the story they think matters most?

More practice: on your own

1

Explain the gentle irony in Grandpa's last line, Don't be late.

2

A classmate infers Grandpa hates the rink now. Evaluate this inference.

3

Why does the author include that Grandpa worked from the far boards toward the house... so he wouldn't trap himself?

4

Write a claim-evidence-explanation sentence about the narrator.

5

What would make the inference about The Daily Ledger's audience stronger?

Challenge

1

Write a full paragraph (5 to 7 sentences) explaining the global inference that The Rink Keeper is about passing on a tradition. Use at least three well-chosen quotations.

2

Rewrite the moment the hose slips so that Grandpa's feelings are stated instead of implied. Then explain what is lost.

3

Two newspapers report the same story: a new highway. One headlines Commuters to Save 20 Minutes; the other, Wetland Lost to Highway. Infer something about each paper's audience or values, and explain why your inference must stay tentative.

Check your understanding

Quiz

1.

An inference is...

2.

Which is implied rather than stated in The Rink Keeper?

3.

Which evidence best supports Grandpa is handing over the job?

4.

Why does the narrator's comment I hadn't asked matter?

5.

A newspaper's front page leads with a local high school hockey final and family skate times. Its target audience is most likely...

6.

Well-chosen evidence is...

For parents and teachers

What this lesson teaches: ENG2D Reading 1.4: making and explaining inferences about increasingly complex texts, supported by well-chosen stated and implied ideas, including what dialogue reveals about a character and inferences about a newspaper's target audience.

How to help at home:

  • During a TV show, pause and ask: "How do you know she's upset? Nobody said so."
  • Ask for the evidence behind opinions, then for the reasoning that links them.
  • Compare the front pages of two news websites and guess who each is written for.

Common difficulties:

  • Retelling instead of inferring. He stood up slowly is a detail; his body is weakening is the inference.
  • Unsupported leaps. If the evidence is one weak clue, ask for two more.
  • Missing the explanation. Quotation plus inference is not enough; students must explain the link.

Facts used: The Rink Keeper, its characters, and the two newspaper front pages were created for this website.