Advanced Strategies

This chapter authors often use visual aids to help their readers better understand the information they are presenting. Visual information reinforces and supplements reading material. Types of visual aids include mind maps, outlines, charts, diagrams, graphs, illustrations, photographs, and time lines. The type of information being conveyed determines what type of visual aid an author will use. Learning how to read visuals will help understand and remember the textual information they illustrate.
An effective reading and study strategy is to make own visual aids. To create an effective visual aid, you have to recognize the important elements in what reading and be able to prioritize and organize them in a logical and useful format. It will quickly obvious how well know the material, you can’t draw a diagram or devise a table if you don’t understand what you have read or heard. In many instances, an effective visual will save from taking as many as many notes from notes from text or lectures.

When reading about a confusing subject of being taught about a confusing subject just words won’t always get the point across. Visual aids play such a huge role in the learning process and when making presentations. An example when a visual aid makes learning easier is when learning about the digestive system one can first explain in words but you can only get so much from words, but seeing a picture of the digestive tract it makes the word so much more clear and easier to understand. When presenting in a front of colleagues or in front of your peers’ visual aid proves to be extremely helpful in either getting your argument across or your point across.



Use this textbook’s table of contents to answer the following questions.

1. What information is being presented in this outline?

An overview of the textbook – the types of information to be taught

2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”

1) What is efficient reading?
2) Becoming a more efficient reader

Inductive Reasoning

This chapter discusses a number of the methods that have traditionally been used to learn about the whole from a study of its parts. They include sensory observation, enumeration, analogical reasoning, pattern recognition, causal reasoning, and statistical reasoning.

Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. And a preliminary conclusion derived from inductive reasoning is called a hypothesis. All of the “conclusions” given in the preceding examples were prematurely drawn; their sampling was insufficient to warrant their conclusions. For example, a preschooler might conclude that dolphins are fish because they live in water and swim as fish do. After that we have to be continually willing to modify and refine our hypotheses depending on the feedback we receive. Perhaps, Adolescents might have heard that dolphins are mammals. They could test this hypothesis by identifying the definition of mammal and testing whether it applies to dolphins.

Fallacies

Textbook Marking

An important skill to have while studying or writing a report is the ability to find the main points in any type of text. Textbook marking is a systematic way of marking, highlighting, and labeling ideas to show how they are related to each other and which are most important. It also helps you to remember what you had read.

At the end of the study-reading stage of textbook reading, you should look for and mark these items: main ideas, major supporting details, and new vocabulary. Beyond these three basic elements of textbook marking, you should use your experience in lecture and lab to decide if you need to mark more. Always mark information that is unclear; to remind yourself to find out what it means before you are tested on the material. The benefit of doing this is, you have six books that you have collected and it would be a waste of time to go back through them again, when highlighted you can just go to where you have previously marked and pull out what you need.

A personalized system will work well as long as it is consistent, makes sense to you and achieves the main goal of textbook marking; showing the relationships between ideas in what you read.

PSR Strategies

Summary on chapter 9 from CRCB Using Preview, Study-Read, and Review(PSR)Strategies.
The PSR technique requires that you question yourself before, during and after you read. It encourages you to participate in a reader-author conversation rather than to read passively. In this conversation, you access what the author says and decide if it makes sense to you. By asking questions, predicting textbook content, and hypothesizing about the main idea, you are participating in a conversation with the author. You also add what you know to the conversation by recalling related information. It helps to understand and remember the text material.

The PSR technique also requires responding to readings by writing in your journal. Commenting in writing helps to digest and understand an author's ideas and articulate your own, by identifying exactly where you become confused in a reading, you can return to that point and reread the relevant section of text.

The PSR technique also requires you to respond to readings by writing in your journal. Review reading using your journal can helps you to understand an author’s ideas and helps you relate the material to what you already know.

There are many different strategies in studying one of the strategies is known as PSR. In PSR There are three basic steps the first preview, this is where you get a glimpse in what you will be reading, how long the reading of study assignment is and a the major points in your reading. This process is called skimming and it when you quickly read through the whole chapter to get an idea of what later you will be going in to depth with.

Arguments

Recognizing arguments as you read lets you critically examine an author’s line of reason and one conclusion. One way to detect them is to look for an author’s conclusions and then track the reasons he or she used to reach them. Another way is to look for the argument word clues an author used to indicate when reasons are being presented and conclusions stated.
When you find an argument, you should break it down into its constituent parts so that you can determine whether it is well found and logical.
Arguments can be evaluated using specific criteria including deterging dependability fact from opinion, and detecting fallacies.
The two primary types of arguments are deductive and inductive .Deductive arguments have at least one premise that logically leads to a conclusion. Inductive argument begging with a series of specific observation and conclude with a generalization that logically flow from them. As they are observation, even well-constructed inductive arguments cannot be considered absolutely true. Author’s view should be actively questioned so that flaws in the presentation of information are not passively accepted. Begging able to detect and evaluate argument in book, and to create argument using book reading material, forces to analyze the logic of what read and help we present we own ideas
In arguments we come across deductive argument, inductive and evaluating arguments. A deductive argument is that the premise is to be undeniably true that the conclusion is also unquestionably true as well. In an inductive argument the premise is highly probable to be true as well as the conclusion. The main thing to understand between the two is probability as which you know is the absolute truth and what you know is high probable. In an argument you want to have a deductive stance because nothing can argue with one hundred percent fact.

Textbook Methods of Organization

The authors usually organize information using certain classic methods or patterns.
Begging able to recognize organizational methods will help understand the ideas in how they are connected t each other, because they will fit into logical patterns already familiar with.
It will also help to remember what you have read, because you are not memorizing facts in isolation, but relating them to each other to form patterns that hold and organize them in your member. A useful way to identify an author’s method of organization is to look for the organization word clues that indicate which patterns using.

It is also important to assess an author’s overall method of organization. Author will frequently use more than one method from paragraph to paragraph to paragraph, but have one overall method for each.



CRCB C8 Exercises

pp.272

Exercise 8h
Journalists typically omit organizational word clues because they have a limited amount of space for their stories, and they want to reserve as much space as possible for content. Access the following Internet source: www.ABCNEWS.com and pick a story. Print it out, read it, and infer the overall organizational method. Add OWCs that you think would help others identify the overall organizational method, ones the writer might have used if space had not been a constraint.

#1: analysis “was”
#2: definitions/example “But” “meant”
#3: sequence “first” “then”
#4: sequence “process” “after” “for years”
#5: sequence “the first thing” “but”
#6: sequence “also” “the first thing” “then” “also”

Managing Your Reading Time

Several strategies, including skimming, regressing, sub vocalizing, and pacing, that will increase your reading efficiency.
Comprehension should be your main reading goal, not how fast you read.
Develop a general study schedule that shows specifically when you plan to study for each class and for how long.
The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.

Time is not the only criterion used in judging reading efficiency in college. It is not even most important one. Efficient reading can be defined as being able to read and comprehend textbook material in an appropriate amount of time for you.

Deciding what an appropriate amount of time is for you depends on many factors. It is related to how much time you actually have available to read for each course, the level of difficult of the textbook material, and the grade you want to earn in a course.

How to manage your reading is more important than learning how to read rapidly. Always make comprehension your primary goal: reading efficiently the first time through is often faster. If you make speed your priority, you may finish more quickly, but understand less. As a result, you may have to reread material before a test in order to understand and remember it, which is time-consuming.

Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week. After using a study schedule and daily reading plans for several weeks, you will find that you begin to complete your reading assignments on time. Your reading comprehension will also improve, and you may even read a little faster. The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.



CRCB C4 Exercises


pp. 127

1. Which of the following statements is not accurate according to the excerpt?
b. prostitutes have flawed characters lacking in values

2. Which of the following statements is true, according to the excerpt?
d. Almost nine out of 10 Ranch prostitutes had earned their general equivalency diplomas or had graduated from high school.

3. According to the excerpt, what is one reason why streetwalkers rarely become regular brothel prostitutes?
c. Brothels have lots of rules and mandatory confinement.

4. According to the author, the prostitutes she investigated at the Mustang ranch were
b. Women who were very committed to their families.

5. In your opinion, the author’s attitudes toward the prostitutes at Mustang Ranch is
b. Accepting

Developing Your College Vocabulary

Chapter 2 is about Developing Your College Vocabulary by learning new vocabulary you are building important reading strategies. Building vocabulary is one of the most significant impacts on student Achievement, by expanding your vocabulary; you increase your understanding in knowledge.

Developing your vocabulary is about learning or understanding the words of textbooks information. It builds an important reading strategy and increases your ability to speak and write well to communication effectively. It allows you to fully understand and increase your word power and chances of getting job of your choice what you desire for. Developing Your Vocabulary; reading and listening comprehension will improve more words. You can use these important strategies to help you figure out the meaning of unfamiliar words: context clues and word part analysis, writing in your textbook, creating word maps, understanding denotation and connotation, journal writing, and the card review system. One of the best ways of making word a part of your vocabulary is the use of it in your daily life.

Reading is an important way to learn new words and in rich your vocabulary in Daily life, by writing a journal on regular basis you will improve.



Exercise 2a, Context Clues,P36
2.She was so overcome with joy by the birth of her baby that she was able to say nothing other than that the whole experience was simply ineffable.

c. incapable of being expressed in words

3. Most of us eventually reach our goals, but life’s path to success is often a circuitous one.

c. marked by roundabout or indirect procedures

4. The preacher took a pedagogic approach with the sermon, hoping that those attending would learn something meaningful from it.

a. instructional

5. Although teaching is not a lucrative profession, I know that I wouldn’t want to
do anything else. Helping others learn is far more important to me than money

c. well paying

6. Buying the lottery ticket is a very capricious way to plan for your future. The chances of winning are 1 in 10,000,000.

d. unpredictable

Exercise 2b, Context Clues in Textbooks,P37
(1).Alcoholism exacts a horrible toll on the drinker and on the drinker's family, but the damage doesn't stop there. Drunk driving, workplace losses, and issues related to alcohol abuse. The search for effective methods of intervention has never been more intense.
B - Forces.

(2)The natural circadian rhythm of most animals, including humans, is 25 to 26 hours, but our internal clocks easily adapt to the 24-hour rhythms of the turning earth. When we are isolated from environmental cues, our sleep/wake cycles continue to be rather constant but slightly longer than 24 hours.
B - Daily behavioral cycle.

(3) when the commissioner of Indian affairs took office in 1933,he vowed to defend Indian rights. the conciliatory attitudes of the commissioner and the Indian office, regarding Indian rights, conformed with legal precedents established by state and federal courts.
B - agreeable, accommodating.

(4) Our own daily rhythms can become desynchronized when we take a cross country or transoceanic flight. if you fly from los Angeles to new York and then go to bed at 11pm.Eastern standard time, you may have trouble falling asleep because your body is still on west coast time.
Definition: Broken or full apart.

(5)if my argument so far has been sound, neither our distance from a preventable evil nor the number of other people who, in respect to that evil are in the same situation as we are, lessens our obligation to mitigate or prevent that evil’s shall therefore take as established the principle i asserted earlier. As I have already said need to assert it only in its qualified form; if it is in our power to prevent something bad from happening, without thereby sacrificing anything else morally significant, we ought, morally, to do it.
Definition: Seize, stop.

Exercise 2d, Roots,P41
1) Equal - same, similar.
2) circumscribe - event, situation.
3) Predict - expect, girt.
4) Untenable - not able to held or excessive.
5) Currently - recently.
6) Extend - to expand or give more time.
7) Extensible - capable to be extended.
8) Scribble - one who writes or copies writing.
9) Retentive - recover.
10) remit-to sends back or remind.

Exercise 2f, Prefix – Create a Word,P43
1) A prefix that means good or well is bene, benefit, benediction.
2)A prefix that means out is Ex-exist-exfoliate.
3)A prefix that means skill is techn-technology-technical.
4)A prefix that means bad is mal-malevolent-malicious.
5)A prefix that means against is anti-antibacterial-antivirus.
6)A prefix that means half is semi-semicolon-semisweet.
7)A prefix that means after is meta-metabolic-metallic.
8)A prefix that means many is nulti-multiple-metallic.
9)A prefix that means more than usual is hyper-hyperactive-hypervetilate.
10)Aprefix that means before is ante-antecedent-antemeridian.

Exercise 2h, Create Words with Suffixes,P45
1)one who professes knowledge-professor.
2)able to mend-mendable.
3)full of spite -spiteful.
4)like a mother-motherhood.
5)characterized by harmony-harmonious.
6)a beginning,start or graduation-preparation.
7)sad at feeling alone-sadness.
8)a scientist who specialises in chemistry-chemist.
9)the act,practise,or profession of istructing-instructor.
10)unable to manage by oneself.dependent-dependant.

Exercise 2i, Identify the Roots,P46
1.harmlessly-harm.
2.controversially-controversy.
3.commercialization-commercial.
4talkatively-outspoke.
5.mindlessness-mind.
6.simplisstically-simple.
7.neighbourliness-neighbour.
8.wakefulness-wake.
9.peacefully-peace.
10.sinfulness-sin.

Exercise 2j, Define the Following Words,P46
1)maltreat-to treat badly,to abuse.
2)autonomous-self worth.
3)emit-to duke away.
4)fidelity-to be faithful.
5)convey-to agree or give regards.
6)equivocal-equilibrium.
7)posthumous-after.
8)carnal-flash.
9)misogynist-wrong.
10)synchronized-together.

Reading in College

Reading is an active process based on an active process besides on author’s to convey meaning though the write word and your ability to extract meaning from those words. Keeping a learning journal is also an active learning task. It helps you identify what you understand in a reading assignment and what is still unclear. It can help you to understand how you learn, which learning styles work best for you, and how you can improve those with which you have difficulty. Using learning will help you to identify, analyze and correct reading and leaning difficulties.

Leading is an active process based on an author’s ability to convey meaning through the written word and I ability to extract meaning from those words.
Learning styles and techniques for improving learning ability, Reading is learning Process by using many different strategies your learning styles ability will greatly
Enhanced, these techniques will help you to improve your college reading and learning.



CRCB C1 Exercises

Exercise 1a
pp.9

Read each of the following statements and respond to them based on your current reading habits. In the space provided, write yes if the statement correctly describes you, or no if it does not.

1. I know that concentration is a skill that can be learned.
NO

2. I have a study area, complete with study supplies, and this area is used only for studying.
NO

3. I try to concentrate as I read, but my mind usually drifts to other things, such as bills I have to pay or people I have to call.
YES

4. If I get angry, I am unable to concentrate on my reading.
YES

5. I know how to minimize all distractions.
NO

6. I cannot read unless my house, or study environment, is immaculate.
YES

7. I have a system to let others know when I am reading and that I do not want to be disturbed.
NO

8. I lose concentration easily when I am bored with what I’m reading.
YES

Evaluation

In this chapter on evaluating internet resources, I learned: how to use a seven-step evaluation system to determine the accuracy and reliability of internet information sources; how to use a rubric to rate website information.
One of the greatest resources we know have on hand is the World Wide Web. We can find information to almost any subject imaginable with just the click of a button. This resource is extremely useful but at the same time can crippling as well. A lot of time when books are published they are made sure that the information written is legitimate as where on web that is not always the case. When getting reliable references from the web you must make sure the information that you’re gathering is coming from a credible source rather than form a 15 year old kid who’s posting nonsense on the web. The fact is that anybody can put stuff on the web so it is important to make sure the information you’re receiving is factual.
Evaluating internet source of information helps we determine if they are reliable and useful. Knowing how to critically evaluate internet material not only helps we become a better student, but will help you in your work life beyond college.
Use the internet source evaluation system described in this chapter as a tool for assessing websites. Two Rand C A uses following seven steps:
1. Know your purpose
2. Double –check facts and sources
3. Consider the source
4. Evaluate content
5. Determine intended audience
6. Evaluate the writing
7. Use what you already know.



CRCB C14 Exercises

P488

Part1
Objective questions
1.
1). Rubric - b
2). HTML – d
3). 2RCA – e
4). WWW – a
5).Internet – c

a. A visual component of the internet, which can include pictures, sound, video clips, and more.
b. A type of chart used to evaluate a product or process.
c. Countless networks of computers that are connected
d. The computer language of the WWW
e. A mnemonic used to remember the sever-step website evaluation.

2. An ”open-minded skeptic” refers to someone
a. Who does not accept everything read as truth but is willing t consider and research questionable information

3. Which of the seven steps of the internet source evaluation system is missing from this list: know your purpose; evaluate the look and content;..
c. consider the source

4. Which of the following is not a reason to use a rubric?
d. To determine if you will receive a good grade on your research paper.

5. If information is relevant, it is
b. Related to the topic you are researching.

inferences

This chapter explains how inferences take place in our minds, how they relate to facts, and how far wrong we can go when we mistake inferences for facts.

Infer means to take what you know and make a guess. When we infer, we use imagination or reasoning to provide explanations for situations in which all the facts are either not available or not yet determined. For example, If you get fired from your job, you can infer, maybe you did something wrong. It can be used as a strategy in planning and choosing alternatives. It detects and consultants all kind of valued for their ability to examine facts, imagination, reasoning to link with explanation and generalization ties to all information together into meaningful whole.

Responsible report writing or descriptive writing lets the facts speak for themselves as much as possible. Inference thinking is natural to humans, if someone walks up to us with a gun in there are hand we are going to assume they mean us harm. Inference is a way of gathering information, due to other things that may give to the ultimate finding. It is important to remember that inference is not factual. Just because one may infer something is going to happen, it may not happen at all, the exact opposite might happen.



CRCB Chapter7 Inference Exercise

Exercise 7b, Determining an Author’s Purpose,P214

1. to inform
2. to persuade you
3. to inform
4. entertain
5. to inform


Exercise 7c, Comparisons,P216

1. Comparison between: a Sun-bath b. a drink of wine to the reptile
Implied similarity: it was very enjoyable

2. Comparison between: a. under pressure b. lion
Implied similarity: he feels ambitious

3. Comparison between: a. facts b. air on which the scientist learns.
Implied similarity: Scientists need facts.

4. Comparison between: a. battleship b. computer
Implied similarity: The hacker uses his computer to assail the weak and subvert the unsuspecting.

5. Comparison between: a. liquid b. people in the stadium aisles
Implied similarity: They both move freely.

6. Comparison between: a. the protagonist b. delicate vegetable
Implied similarity: They both start indoors, where it is safe, and are moved outside. In this case, the protagonist starts out in urban England.


Exercise 7d, Setting the Tone,P219

1. c. Troubled
2. a. Intense
3. c. Humorous
4. c. Sarcastic


Exercise 7e, Detecting Bias in Paragraphs- Emotive Words,P221


1. This author is biased, or sympathetic, towards poor people and believes that they have not been dealt with fairly in terms of equal access to good jobs.
2. The author believes that it is wrong.
3. He believes that things have gotten better, but there is still a long way to go.
4. He doesn’t like it.

Exercise 7f, More Practice in Detecting Bias,P223

1. I agree with the article. I believe with the statement about him hanging.
2. He wanted to express his views.
3. The USA needs to go after Osama Bin Laden.
4. Swinging from the end of the rope, vanquished
5. Angry, “Swing from the end of the rope…”

Opinion

This chapter explores that familiar word opinion and examines the way it affects our ability to think critically.

Opinions are based on an understanding of evidence and risks in a situation and is important and highly valued. It can be well substantiated or not. They can be based either on reasons or solely on whim, feelings, emotions or prejudice. We recognize the difference between responsible and irresponsible opinion and that we distinguish statements based on evidence from statements based solely on feelings.

Opinions are one of the few things that are based clearly on an individual personal ideas and thoughts. It’s what makes us different from one another. If everybody had the same opinions perhaps we would live in a much more peaceful world, but it would be so boring everybody would view everything in the same way not much would have been accomplished.

Critical thinking requires that we recognize the difference between responsible and irresponsible opinion.



P177 An Exercise in Evaluating Opinions

Rate the following opinions as:
A. An opinion I would accept and act on
B. Worthy of Consideration
C. I’d want another opinion
D. Forget It!

1. Your doctor says you need surgery immediately.
A
2. A psychiatrist testifies in court that the defendant is not guilty by reason of insanity.
B
3. The weather forecaster says it will rain tomorrow.
B
4. Your attorney says you should sue your neighbor for damages.
B
5. You want to rent an apartment but the neighbor next door says the landlord is a weirdo.
C
6. Your best friend tells you your fiancée is tacky.
D
7. Your English instructor says you don’t know how to think and should see a psychiatrist.
D
8. Your astrologer tells you not to go on any long trips in May.
D
9. The judge says you are guilty of driving under the influence of alcohol.
A
10. An engineer says you can prevent your basement from flooding by blasting holes for drainage in your foundation.
C
11. Your utility energy advisor says you can conserve energy by having your floors insulated.
B
12. A Pentagon general advises bombing Mexico.
D

P187 Chapter Quiz

1. Expert opinion calculates the risk involved in spacing the gap between the known and the unknown for a particular situation.
True
2. Giving advice is not a way of offering an opinion.
False
3. The results of public opinion polls are equivalent to votes in elections.

False
4. Opinions in the forms of judgments state what is right and wrong, bed and good.

True
5. Some opinions are based on generalizations, such as stereotype, as in the statement “All Chinese look alike."

True
6. Responsible opinions are based on a careful examination of the evidence.

False
7. Opinions are the same as facts.

False
8. Gossip is opinion sharing without any requirement for substantiation.

True
9. Everyone is entitled to his or her own opinion because all opinion carries equal value. 

False
10. Prevailing sentiment refers to popular opinion that changes with the times.
True

Details

This chapter is about Using Inference to Identify Implied Main Ideas. The authors use details to help reads understand the supporting details.

Details are specific pieces of information that serve as the "arms and legs" of the main idea. They are usually presented as facts, opinions, examples, illustrations, explanations or definitions and are frequently discovered by asking questions. In order to understand a paragraph, you need to be able to pinpoint the topic and locate the main idea. It is the "key concept" being expressed. It supports the main idea by telling how, what, when, where, why, how much, or how many. Location the topic, main idea and supporting details helps you understand the points, the writer is attempting to express. Identifying the relationship between these will increase your comprehension.

If you are able to distinguish between the major and main supporting details, in your reading materials, it means you have understood what you have reading.



Learning Journal, P139

Exercise 6a, Identifying Major Supporting Details, P180
Your question:
How is it that the pain from a beating does not come until about eight or ten seconds after the stroke?
Major supporting detail: The stroke itself is merely a loud crack and a sort of blunt thud against your backside, numbing you completely.

Your question: Why is a tattoo a bad thing in the white-collar world?
Major supporting detail: You cannot earn power.

Your question: Why didn’t she approve of him?
Major supporting details: A. fell asleep at desk
B. Sniffled all the time

Your question: How does the visitor’s hand feel?
Major supporting detail: It was cool and quite oily and seemed human to me.

Your question: What advantages does the pointed arch offer?
Major supporting detail:
A. Because the sides arc up to a point, weight is channeled down to the ground at a steeper angle, and therefore the arch can be taller.
B. The vault constructed from such an arch also can be much taller than a barrel vault.

Your question: How does the Bacillus subtitles bacterium reproduce?
Major supporting details:
It splits every twenty minutes.

main idea

Chapter 5 is about Locating Stated Main Ideas Being able to determine the main idea is like having the answer to a puzzle. In order to achieve this, you must first be able to tell the difference between the general topic and the more specific ones. A topic is the most general idea while a main idea is more specific in covering the idea of the piece of writing, such as food being a topic and fish being a main idea.

The main idea is to understanding your reading. Details which are more specific support and illustrate the main idea like types of unusual foods, tongue, ants, alligator, and kangaroo. Noticing clue words and categorizing ideas helps you to separate examples and other supporting ideas from the larger, main points, so the relationships between ideas become clear. Some main ideas are stated directly in a reading and are easy to identify. Others are implied, and you must infer their meaning from the reading and then restate them in your own words. Implied main ideas and strategies for detecting them will be explored.

In most cases the main idea of the text being presented is going to be found in the introductory paragraph. You will also find a jumper of aid points around the main idea supporting it. The main idea will also be what mostly discuses throughout the body of the paper are. When you have completed read the test skim over what have read.



Learning Journal, P139
Without reading ahead, write down your definitions of the terms main idea, topic, details, major supporting details, and minor supporting details in your journal.

Main Idea: the major point the author makes about the topic.
Topic: a matter dealt with in a text, discourse, or conversation
Details: an individual feature
Major Supporting Details : supporting facts
Minor Supporting Details: descriptions

Exercise 5a, General and Specific Ideas,P141
Circle the most general item in each list. The first one is modeled for you.

1. Saab Audi Mustang cars
2. genetics DNA RNA
3. English history majors
4. gas matter solid liquid
5. Buddhism Sikhism religions Islam
6. control group variables research data

Exercise 5b, Identifying Topics, P142
For each list, think about what the separate items have in common and ask yourself, what is the general subject, or topic, of this list? The first one is modeled for you.

1. Topic: holidays
Labor Day
Fourth of July
Memorial Day
Christmas

2. Topic: Authors
Langston Hughes
Emily Dickinson
T.S. Eliot
Walt Whitman

3. Topic: Puzzles
crossword
riddles
jigsaw
conundrum

4. Topic: health
calories
carbohydrates
fat
protein

5. Topic: Resume
name
education
employment experience
references

6. Topic: Teeth
gingivitis
tarter
periodontal disease
plaque

assumptions

This chapter takes a look at that familiar word, assumption. It is something we take for granted, something we accept prematurely as being true, something we do not check out carefully.


Firstly, Assumptions can be conscious or unconscious, warranted or unwarranted. The different is that unconscious and unwarranted assumptions can lead to faulty reasoning, whereas conscious and warranted assumptions can be useful tools for problem solving. Training in critical thinking can help us avoid making as many unconscious assumptions as well as unwarranted ones.


Furthermore, Hidden assumptions exert a powerful effect on our reasoning. How should we go about identifying hidden assumptions? There are two main steps involved. First, determine whether the argument is valid or not. If the argument is valid, the conclusion does indeed follow from the premises, and so the premises have shown explicitly the assumptions needed to derive the conclusion. There are then no hidden assumptions involved. But if the argument is not valid, you should check carefully what additional premises should be added to the argument that would make it valid. We perceive incongruities when we observe situations that do not meet our expectations or assumptions.


Incongruity is something that does not meet our expectations about what is correct, appropriate, logical, or standard. In studying, you have had the choice of either avoiding the disequilibrium they aroused or staying with the task long enough to reach a satisfactory for their incongruities – and thus finding a way to restore your equilibrium.


At last, as a conscious tool, we can look for assumptions when we are confronted with a problem to solve.



P145 Discovery Exercise
Defining Assumption,
Using at least two dictionaries, write your own definition of assumption.

1. A statement that is assumed to be true and from which a conclusion can be drawn; "on the assumption that he has been injured we can infer that he will not to play"
2. a thing that is accepted as true or as certain to happen, without proof

My definition of assumption: an uncertain belief

inferences

This chapter explaining to fully understand a reading assignment, In order to fully understand a reading assignment, one need to read the material and combine what is stated with the additional information you generate using inference as a tool.

Inference is the process of thinking making assumptions and drawing conclusions about information. What we see, what we read, when an author’s opinions or ideas that are directly or indirectly implied in a reading stated materials.
Inference is a skill you practice every day, inferring meaning from textbooks and other college reading material requires you to use specific strategies such as detecting an author’s bias, nothing comparisons, and recognizing information gaps.

You also need to understand how an author’s purpose, tone, and use of key words and emotive language can be used as clues to his or her implied main idea.

fact

1. By definition, a fact is something known with certainty through experience, obserbation, or measurement. A fact can be objectively demonstrated and verified. A fact is something that people agree corresponds to reality.
2. It is not easy for us to determine whether facts correspond to reality. This can only be determined over time with repeated feedback and testing.
3. The difference between facts and fiction does matter.
4. Feelings are facts; they can distort or enhance our perceptions, depending on how conscious we are of their prsence.
5. Facts are not absolutes but statements of probability.
6. Because we are dependent on confirmation from others in our search for facts, social pressures can lead us to distrust or distort our own perceptions.
7. Our senses are limited both in range and capacity and are affected by many factors such as selective focus and mental preoccupations
8. Facts must be expressed in carefully formulated statements that have the following characteristics;
a. They define their own limitations.
b. They are objectively stated.
c. They use appropriate qualifiers.
d. They state the obvious.
e. They are not inappropriately cautious
f. They do not include guesses or inferences.
g. They are specific and offer their evidence for others to verify.
9. The standards traditionally used to determine facts are verifiability, reliability, probability, and plausibility. Facts have to undergo the test of time and repetition and not contradict other known facts.



Chapter3 - TFY - Facts Exercise

P94 Chapter Quiz
1. Some facts can be determined by measurements.
True
2. Some facts can be confirmed by the senses, others by records.
False
3. The most reliable facts are those that have been repeatedly confirmed by test over time.
True
4. Facts often consist of obvious details that are seen but not consciously recognized.
True
5. Sometimes what we clam to be fact are untrue because the human perceptions used to determine them are limited and fallible.
True
6. A person educated in critical thinking qualifies statements to reflect probabilities such as it appears that...
True
7. Often it is hard to make a decision because we do not have enough facts.
True
8. The study of many subjects consists of memorizing facts.
True
9. All newspapers can be depended upon as reliable sources of facts about world events.
False
10. An atmosphere that permits disagreements about widely accepted perceptions and belief helps critical thinking to flourish.
True

Describe

1. An accurate use of words improves our thinking. Words give form to our thoughts so that we can make use of them. Words enable us to communicate with others and ourselves. Knowing the words for things and experiences helps us see and perceive more.

2. Writing helps us learn more about words and how to use them. When we struggle to select words that will describe our experiences, we realize that words are only translations of experience and not the experience itself.

3. Clear thinking depends on a clear understanding of the words we use. Word confusion leads to less consciousness, or disequilibrium, which can only be restored through word clarification.

4. We need to understand what dictionaries can and cannot offer us; we need to use them skillfully and frequently.

5. The thesaurus helps us when we are writing and translating nonverbal experiences and ideas into words; the dictionary helps us when we are reading and interpreting the words of others.

6. Definitions set boundaries for word ideas and show us their specific and general characteristics and how they are related to or distinguished from one another.

7. Dictionary definitions show us the agreements that society has made about a word's meaning. Butwe may also compose our own personal or stpulative definitions of experiences or compose persuasive definitions to sway the opinions of others. In critical thinking it is important not to confuse these different kinds of definitions, or to believe that personal, persuasive, or stipulative definitions carry the same agreements as those found in a dictionary.

8. The test of our understanding of a word is our ability to define it. This ability is particularly important for words representing key ideas that we wish to explain or defend. Taking the itme to define the words we use is an essential prliminary to genuine communication.

9. A study of a word's etymology can help us trace a word back to its earliest root idea and can give us an image that conveys a more concrete sense of the word's logic. Learning a word's etymology can also help us recognize its relationship to ohter words with the same root meanings.

10. The connotations of a word are its associative meanings, which can be positive, negative, or neutral. These associations can take the form of feelings, ideas, images, or thoughts. Thus, although politicians might rarely admit to lying or being confused, it is quite acceptable for them to admit they misspoke.

11. The first stage of critical reading is objective receptivity to the material; this means haveing the technical ability as well as the willingness to accurately reproduce its content without alterations or distortions. If we question and interact with material that we have not accurately interpreted, our criticisms will not be fair or worthwhile.

1. When Frederick Douglass grasped the concept of abolition,he understood it was possible for him to become free.
False
2. Words can be used to do a better or worse job of describing experiences but can never be more than translations of the experiences themselves.
False
3. A dictionary can help us think better when we use it to clear up word confusion.
True
4. Definitions of a word show the word's boundaries.
True
5. Knowing the words for things helps us see them better.
True
6. We do not fully understand a word unless we can define it.
True
7. When people debate a tropic, understanding is greatly helped by their taking the time to define the key terms
True
8. Etymology gives us word histories.
True
9. Pocket dictionaries are sufficient guides for a critical study of word meanings.
False
10. The word ohm comes from the Sanskrit language and means the sound of creation.
True
11. According to most dictionaries, there is more than one acceptable spelling of the word cooperate.
True
12. The term French leave means to say good-bye with a big kiss.
False
13. The prefix in the words insignificant and inflammable means not in Latin.
True
14. The following words all contain the sound called a schwa; mass, polite, placement, bogus, visible.
False
15. The word nausea can be pronounced at least three different ways.
False
16. The word round can function as six different parts of speech; adjective, noun, transitive and intransitive verb, adverb, and preposition.
False
17. Egregious comes from a Latin word meaning standing out from the herd.
True
18. The word nadir in the phrase "the nadir of politics" means the highest point.
False
19. A cogent argument is a convincing one.
True
20. The words decimate means to dice something up into pieces.
True

observation

1. Observation is a process of sensing, perceiving, and thinking. Sensing is collecting data through the sense organs. Perceiving is holding sense data in consciousness until we can categorize and interpret it. Thinking organizes our perceptions.

2. Careful observation requires us to stay awake, take our time, give full attention, and suspend thinkning in an attitude of listening. and Careful observation can help us see detials that contain the key to unlocking problems or arriving at insights. It can also help us discover new knowledge.

3. The rewards of cultivating observation skills are self-understanding, creativity,m rapture, power, and wonder.

P38 Chapter Quiz
1. Observation skills are learned mainly through book learning. Support for Answers. On the contrary, observation is learned from participation, which is more active and spontaneous than reading. Samuel Scudder learned observing through the active coaching of his teacher Agassiz as well as from his own efforts, curiosity, and persistence in studying his fish.
False
2. The standard academic study of all the physical sciences requires observation skills, whether in the field or laboratory.
True
3. In thinking, the correctness of our conclusions usually depends on the clarity of our perceptions.
True
4. Observation skills can be extended to observing how you observe.
True
5. An insight is an experience of understanding that can occur spontaneously after we observe something intently for a while. One illustration of this experience is the story of Archimedes, who, while in his bath, discovered the means of measuring the value of an irregular solid by the displacement of water.
True
6. Agassiz was simply too busy to give his student all the assistance he needed.
False
7. Perception and sensation are synonyms.
True
8. It is difficult to feel sensation and to think at the same time. If we want to feel whether a pair of new shoes fits properly, we have to pay attention.
True
9. Assimilation, according to Piaget, is an experience of easily understanding something that readily fits into our preexisting schemes or world view.
True
10. The word thinking, according to the dictionary, has only one meaning.
False

where do you stand?

Feet: what do I stand for as a foundation of critical thinking?
I am always learning and improving my critical thinking.
Stomach: What upsets me about critical thinking?
I cannot criticise deeply with other people on some special topic.
Heart: what do I love about critical thinking?
Ctitical thinking can help me to improve my communication skills and solve problem on critical ways. not only in business but in social life I also can be help by that.
Hands: What do I feel about critical thinking?
Critical thinking is very useful class, especially in business world. How to think solution of problem with right way that will help me a lot in the future.
Ears: What do I hear about critical thinking?
Everything has two sides. That's what I hear about critical thinking.
Eyes: What do I see about critical thinking?
From my friends, classmates and parents, I can see about critical thinking. how to solve the problem and make a good relationship with them.

brand new

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