Friday, April 17, 2009
CRCB - Chapter 11: Reading, Understanding, and Creating Visual Aids Summary
Chapter 11 was all about the different types of visual aids used or that can be used to help you learn and understand material. There are several different types of visual aids listed throughout this chapter. These different types of visual aids are: charts and tables, diagrams, illustrations, graphs - including, bar graphs, lines graphs, pie graphs, pictographs, photographs, time lines, outlines, mind maps, and free-form drawing.
Charts and tables condense large amounts of information in order to show relationships, show hierarchy, show cause & effect or comparison & contrast. Diagrams illustrate connections between items using simple to complex drawings. Diagrams are useful in all sciences.
Illustrations are drawing that shows the parts or sections of something like a plant for example.
Graphs are used to take large amounts of information and make it more accessible. Bar graphs use parallel rectangular bars, line graphs use grids with vertical and horizontal axes, and pie graphs show data in a circle.
Pictographs show data through pictures, photographs help you to make associations with the information in the text, and time lines are a straight line labeled to show time sequence or chronological order of events.
Outlines provide a summary
Mind maps use shapes and lines to show relationships between information
Free-form drawings are done by hand to help you understand something better.
Charts and tables condense large amounts of information in order to show relationships, show hierarchy, show cause & effect or comparison & contrast. Diagrams illustrate connections between items using simple to complex drawings. Diagrams are useful in all sciences.
Illustrations are drawing that shows the parts or sections of something like a plant for example.
Graphs are used to take large amounts of information and make it more accessible. Bar graphs use parallel rectangular bars, line graphs use grids with vertical and horizontal axes, and pie graphs show data in a circle.
Pictographs show data through pictures, photographs help you to make associations with the information in the text, and time lines are a straight line labeled to show time sequence or chronological order of events.
Outlines provide a summary
Mind maps use shapes and lines to show relationships between information
Free-form drawings are done by hand to help you understand something better.
TFY Chapter 12 – Deductive Reasoning Exercise
Discovery Exercise – Page 348 – What is Deductive Reasoning?
Using at least two dictionaries, look up the terms deduction, deductive logic, and reasoning. Then write out in your own words a definition of deductive reasoning.
Deduction:
1. Noun – the process of deducting; subtraction (dictionary.com)
2. Noun – the process of using information you have in order to understand situation or find answer to a problem
Deductive logic:
1. Noun – a process of reasoning in which a conclusion follows necessary from the premises presented, so that the conclusion cannot be false if the premises are true. (dictionary.com)
2. Noun – a process of reasoning that moves from the general to the specific, in which a conclusion follows necessarily from the premises presented, so that the conclusion cannot be false if the premises are true. (wiktionary.com)
Deductive reasoning:
1. Noun – reasoning from the general to the particular (or from cause to effect) (dictionary.com)
2. Noun – inference in which the conclusion is just as certain as the premises (wiktionary.com)
My definition of deductive reasoning: reasoning that goes from a more general topic into the details of that topic.
Using at least two dictionaries, look up the terms deduction, deductive logic, and reasoning. Then write out in your own words a definition of deductive reasoning.
Deduction:
1. Noun – the process of deducting; subtraction (dictionary.com)
2. Noun – the process of using information you have in order to understand situation or find answer to a problem
Deductive logic:
1. Noun – a process of reasoning in which a conclusion follows necessary from the premises presented, so that the conclusion cannot be false if the premises are true. (dictionary.com)
2. Noun – a process of reasoning that moves from the general to the specific, in which a conclusion follows necessarily from the premises presented, so that the conclusion cannot be false if the premises are true. (wiktionary.com)
Deductive reasoning:
1. Noun – reasoning from the general to the particular (or from cause to effect) (dictionary.com)
2. Noun – inference in which the conclusion is just as certain as the premises (wiktionary.com)
My definition of deductive reasoning: reasoning that goes from a more general topic into the details of that topic.
TFY - Chapter 12 Deductive Reasoning Summary
This chapter was all about deductive reasoning and the logic behind it. The chapter also compared deductive reasoning with inductive reasoning. Deductive reasoning usually starts with a general principle and then applies it to a specific instance. While inductive reasoning usually starts with a more specific instance and then pulls it into a more general principle. The logic behind the deduction is a science of good reasoning, both inductive and deductive.
The terms you need to understand are: argument, reasoning, syllogism, premise (major and minor), conclusion, validity, and soundness.an argument can be both inductive and deductive and can be valid even if the premises are not true.
Reasoning is drawn from facts, which will lead you to conclusions, judgments, or inferences about whatever topic you are discussing or reading about.
Conclusion, validity and soundness are also some terms that I have already known the meaning behind.
Conclusion is a way to summarize your main point or what you are trying to get across or get action on.
Validity and soundness both have to do with the truth behind your argument, reasoning, and premise.
Premise was also a word that was previously discussed in another chapter, but in this chapter we learned that a major premise is more of a generalization, while a minor premise is more specific. The new key term to me in this chapter is syllogism.
The terms you need to understand are: argument, reasoning, syllogism, premise (major and minor), conclusion, validity, and soundness.an argument can be both inductive and deductive and can be valid even if the premises are not true.
Reasoning is drawn from facts, which will lead you to conclusions, judgments, or inferences about whatever topic you are discussing or reading about.
Conclusion, validity and soundness are also some terms that I have already known the meaning behind.
Conclusion is a way to summarize your main point or what you are trying to get across or get action on.
Validity and soundness both have to do with the truth behind your argument, reasoning, and premise.
Premise was also a word that was previously discussed in another chapter, but in this chapter we learned that a major premise is more of a generalization, while a minor premise is more specific. The new key term to me in this chapter is syllogism.
Wednesday, April 15, 2009
CRCB: Chapter 1 - Reading in College Exercise
Exercise 1a - Concentration Survey - Page 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. YES
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. NO
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
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. YES
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. NO
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
CRCB: Chapter 1 - Reading in College Summary
This chapter explains how to concentrate and be an active participant on what you are reading and different learning styles. Reading, as defined in the chapter is, an active process that depends on both the author’s ability to convey meaning using words and your ability to create meaning form them. To become a successful reader you must constantly connect what you already know about the information to the words the author has written. A reader’s ability to read college-level texts can be greatly enhanced if they learn, practice, and apply specific reading strategies. In order to become an active participant in what you are reading, a couple strategies learned in this chapter are: previewing reading assignments before actually reading them, ask questions about the chapter and try to answer them as you are reading, outlining the chapter, and mapping the chapter. One of the most important factors in reading is your concentration. Concentration is your ability to make your mind behave a certain way.
There are some internal and/ or external distracters that can be concentration blockers. Internal distracters come within yourself, like being preoccupied with something else, being worried about your finances or having excitement of an upcoming event. External distracters come from the environment around you
There are some internal and/ or external distracters that can be concentration blockers. Internal distracters come within yourself, like being preoccupied with something else, being worried about your finances or having excitement of an upcoming event. External distracters come from the environment around you
Tuesday, April 14, 2009
TFY Chapter 11 inductive reasoning summary
This chapter is about the process of inductive reasoning. The word induction comes from the Latin inducere, which means to lead in. Inductive reasoning is to reason to a conclusion about all members of a class on the basis of an examination of a few members of a class. It is going from the specific to the general. Inductive reasoning is essential in the sciences, and it is analogous to the scientific method. Inductive reasoning is a method used to discover new information or to supply missing information. Inductive reasoning is an open-ended method of learning and discovering. It is not a trial and error process or a hit or miss. It has its own rules for arriving at the most reliable answers. One must observe, gather data and information, and then come to meanings or conclusions. Some of the methods that have been used in inductive reasoning are sensory observation, enumeration, analogical reasoning, pattern recognition, and statistical reasoning. Sensory observation is observing with the use of your senses. This includes sight, taste, touch, smell and hearing. Simply observing and recording your observations can lead to correct inferences and have in the scientific world led to scientific breakthroughs. Reasoning from enumeration can just be a simple counting of parts to come to a conclusion about the whole. You use extrapolation to come to that conclusion. Extrapolation is a probability estimate or projection. Analogical reasoning is coming to conclusions based on making comparisons or analogies between two seemingly different things. Analogical reasoning is crucial in the legal system in the United States, where legal precedents can affect the decision of a case. Patterns are also important in inductive reasoning. If patterns are recognized, then this can help in drawing conclusions about the nature of them and why they might be important. Statistical reasoning is using enumeration to predict on the basis of an estimate of probabilities. This method is used when it is impossible to examine all of the available data.
TFY: Chapter 11 – Inductive Reasoning and Inductive Fallacies Exercise
Class Discussion Exercise – Page 333:
List the contradictions you find in the following examples.
1. I love mankind; it’s just I can’t stand people.
Contradiction: Mankind is made up of people – Loving mankind (people), but not being able to stand people (mankind) is the contradiction.
2. The Nuclear Regulatory Commission has imposed strict penalties for employees at nuclear plants found to be stoned from illicit drug use on the job; but no penalties were prescribed for workers discovered to be drunk at the nuclear controls. ( David Freudberg, KCBS Radio, February 16, 1990)
Contradiction: They imposed punishment for drug use, but not alcohol use?!?! This is the same difference. Being under the influence of a mind altering substance should be punished the same.
3. I’d like to order one Big Mac, large fries, twenty chicken nuggets, two apple pies, one chocolate sundae, and a diet Coke, please.
Contradiction: Here the person is ordering all these fatty foods and dessert, but then also orders a somewhat healthier beverage. That is the contradiction.
4. Capital punishment is our society’s recognition of the sanctity of human life. (Sen. Orrin Hatch, R-Utah)
Contradiction: The sanctity of human life is the direct opposite of capital punishment.
5. The more killing and homicides you have, the more havoc it prevents. (Richard M. Daley, former mayor of Chicago)
Contradiction: I would think killing & homicides would be considered havoc!
List the contradictions you find in the following examples.
1. I love mankind; it’s just I can’t stand people.
Contradiction: Mankind is made up of people – Loving mankind (people), but not being able to stand people (mankind) is the contradiction.
2. The Nuclear Regulatory Commission has imposed strict penalties for employees at nuclear plants found to be stoned from illicit drug use on the job; but no penalties were prescribed for workers discovered to be drunk at the nuclear controls. ( David Freudberg, KCBS Radio, February 16, 1990)
Contradiction: They imposed punishment for drug use, but not alcohol use?!?! This is the same difference. Being under the influence of a mind altering substance should be punished the same.
3. I’d like to order one Big Mac, large fries, twenty chicken nuggets, two apple pies, one chocolate sundae, and a diet Coke, please.
Contradiction: Here the person is ordering all these fatty foods and dessert, but then also orders a somewhat healthier beverage. That is the contradiction.
4. Capital punishment is our society’s recognition of the sanctity of human life. (Sen. Orrin Hatch, R-Utah)
Contradiction: The sanctity of human life is the direct opposite of capital punishment.
5. The more killing and homicides you have, the more havoc it prevents. (Richard M. Daley, former mayor of Chicago)
Contradiction: I would think killing & homicides would be considered havoc!
Monday, April 13, 2009
CRCB – Chapter 8 Textbook Methods of Organization Exercise
Exercise 8h – Internet Exercise – Page 272:
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.
SUNDAY, April 12 (HealthDay News) -- Researchers in China have demonstrated that female ovaries may be capable of producing new eggs in adulthood and subsequently producing offspring.
That runs counter to the long-held belief that female mammals, including humans, are born with a finite number of the eggs (oocytes) needed to produce offspring.
According to study senior author Ji Wu, a professor at Shanghai Jiao Tong University, the findings may lead to techniques for the "generation of new oocytes to postpone normal or premature ovarian failure or for the treatment of infertility."
Paul Sanberg, a stem cell researcher and distinguished professor of neurosurgery and director of the University of South Florida Center for Aging and Brain Repair in Tampa, called the study "fascinating."
"These stem cells are continuous," explained Sanberg, who was not involved in the research. "They were still around through life and actually transformed to make oocytes. Then they were transplanted into infertile females and produced offspring."
Could doctors someday use stem cells to help adult women produce brand-new oocytes? One reproductive medicine expert isn't sure.
The new finding is "very, very exciting and opens up a big area of discussion," said Dr. George Attia, associate professor of reproductive endocrinology and infertility at the University of Miami Miller school of Medicine. "If it would ever come to fruition in humans, I really don't know. It's far, far out there," he said.
Another expert agreed.
"It's a cute experiment, but I don't think it's going to have anything to do with humans," said Dr. Darwin J. Prockop, director of the Texas A&M Health Science Center College of Medicine Institute for Regenerative Medicine at Scott & White. "There are too many steps, too many things could go wrong."
But the findings, published online April 12 in Nature Cell Biology, could still have interesting implications for future stem cell and other research, Prockop added. "Any new kind of cell is interesting," he said.
In the story that I copied and pasted above, I would say the primary organization method is cause and effect. I have underlined some OWCs and phrases/ sentences that I feel the author used in their article that would help a reader determine this is a cause and effect organized article. I think the author showing a bunch of statistics helped her cause and effect organization method too.
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.
SUNDAY, April 12 (HealthDay News) -- Researchers in China have demonstrated that female ovaries may be capable of producing new eggs in adulthood and subsequently producing offspring.
That runs counter to the long-held belief that female mammals, including humans, are born with a finite number of the eggs (oocytes) needed to produce offspring.
According to study senior author Ji Wu, a professor at Shanghai Jiao Tong University, the findings may lead to techniques for the "generation of new oocytes to postpone normal or premature ovarian failure or for the treatment of infertility."
Paul Sanberg, a stem cell researcher and distinguished professor of neurosurgery and director of the University of South Florida Center for Aging and Brain Repair in Tampa, called the study "fascinating."
"These stem cells are continuous," explained Sanberg, who was not involved in the research. "They were still around through life and actually transformed to make oocytes. Then they were transplanted into infertile females and produced offspring."
Could doctors someday use stem cells to help adult women produce brand-new oocytes? One reproductive medicine expert isn't sure.
The new finding is "very, very exciting and opens up a big area of discussion," said Dr. George Attia, associate professor of reproductive endocrinology and infertility at the University of Miami Miller school of Medicine. "If it would ever come to fruition in humans, I really don't know. It's far, far out there," he said.
Another expert agreed.
"It's a cute experiment, but I don't think it's going to have anything to do with humans," said Dr. Darwin J. Prockop, director of the Texas A&M Health Science Center College of Medicine Institute for Regenerative Medicine at Scott & White. "There are too many steps, too many things could go wrong."
But the findings, published online April 12 in Nature Cell Biology, could still have interesting implications for future stem cell and other research, Prockop added. "Any new kind of cell is interesting," he said.
In the story that I copied and pasted above, I would say the primary organization method is cause and effect. I have underlined some OWCs and phrases/ sentences that I feel the author used in their article that would help a reader determine this is a cause and effect organized article. I think the author showing a bunch of statistics helped her cause and effect organization method too.
CRCB – Chapter 8 Textbook Methods of Organization Summary
This chapter explains all the different organizational writing methods authors use in textbooks or even articles in the newspaper. These different organizational methods are listing, analytical, cause and effect, comparison and contrast, definition and example and sequence. In this chapter that each of these methods can normally be detected by which OWCs (Organizational Word Clues) are used. Although, reading something like a newspaper article may not include many of these. When an author has a limited amount of space to write in, they would rather save the room for the material, not OWCs.
Friday, April 10, 2009
TFY - Chapter 10 Fallacies Exercise
Class Discussion – Page 293:
Study the following examples of red herring arguments. For each one, determine (a) the issue and (b) the diversion.
1. TV can’t be harmful to children, because it occupies their attention for hours and keeps them off the streets. (S. Morris Engel, With Good Reason, St. Martin’s Press, 1982)
Issue: TV has no harmful to children
Diversion: TV keeps the attention of children and keeps them off the streets
2. Those who are so ferociously involved in Mothers Against Drunk Driving would better spend their time in working with A.A. to help alcoholics.
Issue: People involved in Mothers Against Drunk Driving
Diversion: Those people should be spending their time working with Alcoholics Anonymous to help alcoholics.
3. Why are you always nagging at me about the way I drive?
Issue: The way you drive
Diversion: Pointing at the nagging that is being done
4. Person A: I oppose school volunteer programs because they undermine the public school system and give subsidies to rich families who can already afford to send their children to private schools.
Person B: I am not going to engage in class welfare. The real issue here is opportunity.
Issue: School volunteer programs undermining the public school system and giving money to the rich families.
Diversion: Opportunities
5. When Supreme Court Justice Scalia was asked why he refused to rescue himself in a case involving his duck-hunting friend Dick Cheney, Scalia said, “If a person can be so cheaply influenced, then this country is in a bad way.”
Issue: Supreme Court Justice not rescue himself from the court case involving his duck-hunting of a friend of his. Conflict of interest was present.
Diversion: Scalia talking about a person being influenced, leading to this country is in a bad way.
6. John Kerry: “Exporting jobs overseas causes job losses in the U.S.”
John Snow, Treasury Secretary: “Not so. The practice of moving American jobs to low-cost countries is part of trade and there can’t be any doubt about the fact that trade makes the economy stronger.”
Issue: Sending America jobs low-cost countries overseas
Diversion: John Snow talking about trade makes the economy stronger.
Study the following examples of red herring arguments. For each one, determine (a) the issue and (b) the diversion.
1. TV can’t be harmful to children, because it occupies their attention for hours and keeps them off the streets. (S. Morris Engel, With Good Reason, St. Martin’s Press, 1982)
Issue: TV has no harmful to children
Diversion: TV keeps the attention of children and keeps them off the streets
2. Those who are so ferociously involved in Mothers Against Drunk Driving would better spend their time in working with A.A. to help alcoholics.
Issue: People involved in Mothers Against Drunk Driving
Diversion: Those people should be spending their time working with Alcoholics Anonymous to help alcoholics.
3. Why are you always nagging at me about the way I drive?
Issue: The way you drive
Diversion: Pointing at the nagging that is being done
4. Person A: I oppose school volunteer programs because they undermine the public school system and give subsidies to rich families who can already afford to send their children to private schools.
Person B: I am not going to engage in class welfare. The real issue here is opportunity.
Issue: School volunteer programs undermining the public school system and giving money to the rich families.
Diversion: Opportunities
5. When Supreme Court Justice Scalia was asked why he refused to rescue himself in a case involving his duck-hunting friend Dick Cheney, Scalia said, “If a person can be so cheaply influenced, then this country is in a bad way.”
Issue: Supreme Court Justice not rescue himself from the court case involving his duck-hunting of a friend of his. Conflict of interest was present.
Diversion: Scalia talking about a person being influenced, leading to this country is in a bad way.
6. John Kerry: “Exporting jobs overseas causes job losses in the U.S.”
John Snow, Treasury Secretary: “Not so. The practice of moving American jobs to low-cost countries is part of trade and there can’t be any doubt about the fact that trade makes the economy stronger.”
Issue: Sending America jobs low-cost countries overseas
Diversion: John Snow talking about trade makes the economy stronger.
TFY - Chapter 10 Fallacies Summary
In this chapter there are some of the different types of fallacies. These types are manipulated through language, emotion, and distraction.
Manipulate through language, the different ways to do so are through:
• using vague or undefined words
• using misleading euphemisms
• using prejudice
When using fallacy to manipulate through emotion, the different ways to do so are through:
• Appeal to fear
• Appeal to Pity
• Appeal to false authority
• Appeal to bandwagon
• Appeal to prejudice.
When using fallacy to manipulate through distraction, the different ways of doing:
• Red herrings
• Pointing to another wrong, but no admitting wrongdoing yourself.
• Straw man misrepresenting an opponent’s viewpoint, pinpointing one issue and making it bigger than it really is, and repeating solutions.
• Circular reasoning
In reality some of the even appear without us realizing it. We can even now see how we ourselves may use these fallacies in our daily lives. Especially in a situation when we may not want to admit we are wrong
Manipulate through language, the different ways to do so are through:
• using vague or undefined words
• using misleading euphemisms
• using prejudice
When using fallacy to manipulate through emotion, the different ways to do so are through:
• Appeal to fear
• Appeal to Pity
• Appeal to false authority
• Appeal to bandwagon
• Appeal to prejudice.
When using fallacy to manipulate through distraction, the different ways of doing:
• Red herrings
• Pointing to another wrong, but no admitting wrongdoing yourself.
• Straw man misrepresenting an opponent’s viewpoint, pinpointing one issue and making it bigger than it really is, and repeating solutions.
• Circular reasoning
In reality some of the even appear without us realizing it. We can even now see how we ourselves may use these fallacies in our daily lives. Especially in a situation when we may not want to admit we are wrong
Monday, April 6, 2009
CRCB - Chapter 12 - Identifying and Evaluating Arguments Summary
In this chapter I learned that you need to analyze and evaluate an argument. You need to look at the argument in more detail. You need to pin point the reasons and the conclusion. There are deductive and inductive arguments. Deductive arguments begin with a general statement and then show the supporting details. An inductive argument begins with a series of observations and then concludes with a generalization that was logically pulled from the observations. Inductive arguments are mostly what type of arguments occur in our every day lives. You need to determine dependability by asking questions like, who wrote what you are reading, is the source reliable, when was the article published, and what is the author’s credentials? You also need to distinguish fact from opinion and detect fallacies. I learned there are several types of fallacies to look out for. These types of fallacies are: either/ or thinking, hasty generalization or overgeneralization, red herring, false cause, slippery slope, ad hominem, and circular reasoning.
CRCB - Chapter 12 - Identifying and Evaluating Arguments Exercise
Exercise 12a - Engaging in Argument - Page 395-397:
Read the following version of the fairy tale Cinderella and decide whether the statements that follow it are true, false, or questionable. Provide a reason for each of your answers. For the purpose of this exercise, accept each sentence of the fairy tale as fact and forget about the common version of it. Think about what information each sentence conveys before making judgments about the statements that follow. Afterward you will share your responses with other members of your class. Some will agree with you and some will disagree, and you will see how a harmless fairy tale can turn into an argument.
Cinderella of the 21st Century
Cinderella’s stepmother and stepsisters disliked her. They bought themselves beautiful clothes and gifts and went to all of the important social events, but Cinderella wore rags and had to stay home. On the night of the Prince’s Ball, the stepmother and stepsisters wore beautiful gowns and jewels, and they left Cinderella at home to clean the fireplace. But Cinderella’s fairy godmother appeared and turned Cinderella’s rags into a beautiful gown. Then the fairy godmother, whose powers were granted to her for all eternity, found a pumpkin and turned it into a gold-plated automobile; she turned a mouse into a chauffer; and Cinderella rode to the Prince’s Ball in grand style.
Now read each of the following statements and indicate in the space provided whether you think they are true (T), false (F), or questionable (?). Provide one reason for each of your judgments.
1. Cinderella had more than one stepsister.
T - In the story, every time the stepsisters were mentioned, it was in the plural form.
2. Cinderella’s natural mother was dead.
? - There was nothing mentioned about Cinderella’s natural mother.
3. The stepmother and stepsisters went to many social events.
? - The story says the stepmother and stepsisters went to all of the important social events, but it does not say they went to many social events.
4. Cinderella’s stepmother and stepsisters didn’t buy any beautiful clothes for Cinderella.
T - The story says that the stepmother and stepsisters disliked Cinderella and bought themselves beautiful clothes and gifts while Cinderella wore rags, so I think it is safe to assume they did not buy her anything.
5. A pumpkin can’t be turned into a gold-plated automobile.
F - Yes, in “real” life a pumpkin cannot be turned into a gold-plated automobile, but the directions to this exercise say to read this story and accept each sentence in it as fact; and in the story it says that Cinderella turned a pumpkin into a gold-plated automobile.
6. The stepmother and stepsisters disliked Cinderella.
T - The very first sentence of this story states just that.
7. Cinderella’s stepmother or stepsisters made Cinderella stay home when they went to the important social events.
? - The story says that Cinderella had to stay home when her stepmother and stepsisters went to the important social events, but does not say they made her stay home. You can assume it though.
8. The step mother and stepsisters offered to take Cinderella to the Prince’s Ball with them.
F - No where in the story does it say this.
9. Cinderella walked to the Prince’s Ball.
F - The last line of the story says that Cinderella rode to the Prince’s Ball in style, not that she walked.
10. Cinderella wanted to go to the Prince’s Ball.
T - I would say that because she went to the Ball that would mean that she wanted to go.
11. The stepmother and stepsisters left Cinderella home on the night of the Prince’s Ball.
T - The story says they left her home to clean the fireplace.
12. Cinderella rode to the Prince’s Ball in a carriage drawn by six white horses.
? - The story says she turned a pumpkin into a gold-plated automobile and rode to the Ball in style, but does not say she rode to the Ball in the gold-plated automobile.
13. Although the stepmother and stepsisters had beautiful clothes, they never bought clothes for themselves.
F - The story says they bought beautiful clothes and gifts for themselves.
14. The stepmother and stepsisters went only to social events that were important.
? - The story says that they did go to important social events, but did not specify if that was the only type of events they attended.
15. Cinderella’s fairy godmother was an evil in disguise.
? - The story does not specify if she was good or evil. You assume she is good.
Read the following version of the fairy tale Cinderella and decide whether the statements that follow it are true, false, or questionable. Provide a reason for each of your answers. For the purpose of this exercise, accept each sentence of the fairy tale as fact and forget about the common version of it. Think about what information each sentence conveys before making judgments about the statements that follow. Afterward you will share your responses with other members of your class. Some will agree with you and some will disagree, and you will see how a harmless fairy tale can turn into an argument.
Cinderella of the 21st Century
Cinderella’s stepmother and stepsisters disliked her. They bought themselves beautiful clothes and gifts and went to all of the important social events, but Cinderella wore rags and had to stay home. On the night of the Prince’s Ball, the stepmother and stepsisters wore beautiful gowns and jewels, and they left Cinderella at home to clean the fireplace. But Cinderella’s fairy godmother appeared and turned Cinderella’s rags into a beautiful gown. Then the fairy godmother, whose powers were granted to her for all eternity, found a pumpkin and turned it into a gold-plated automobile; she turned a mouse into a chauffer; and Cinderella rode to the Prince’s Ball in grand style.
Now read each of the following statements and indicate in the space provided whether you think they are true (T), false (F), or questionable (?). Provide one reason for each of your judgments.
1. Cinderella had more than one stepsister.
T - In the story, every time the stepsisters were mentioned, it was in the plural form.
2. Cinderella’s natural mother was dead.
? - There was nothing mentioned about Cinderella’s natural mother.
3. The stepmother and stepsisters went to many social events.
? - The story says the stepmother and stepsisters went to all of the important social events, but it does not say they went to many social events.
4. Cinderella’s stepmother and stepsisters didn’t buy any beautiful clothes for Cinderella.
T - The story says that the stepmother and stepsisters disliked Cinderella and bought themselves beautiful clothes and gifts while Cinderella wore rags, so I think it is safe to assume they did not buy her anything.
5. A pumpkin can’t be turned into a gold-plated automobile.
F - Yes, in “real” life a pumpkin cannot be turned into a gold-plated automobile, but the directions to this exercise say to read this story and accept each sentence in it as fact; and in the story it says that Cinderella turned a pumpkin into a gold-plated automobile.
6. The stepmother and stepsisters disliked Cinderella.
T - The very first sentence of this story states just that.
7. Cinderella’s stepmother or stepsisters made Cinderella stay home when they went to the important social events.
? - The story says that Cinderella had to stay home when her stepmother and stepsisters went to the important social events, but does not say they made her stay home. You can assume it though.
8. The step mother and stepsisters offered to take Cinderella to the Prince’s Ball with them.
F - No where in the story does it say this.
9. Cinderella walked to the Prince’s Ball.
F - The last line of the story says that Cinderella rode to the Prince’s Ball in style, not that she walked.
10. Cinderella wanted to go to the Prince’s Ball.
T - I would say that because she went to the Ball that would mean that she wanted to go.
11. The stepmother and stepsisters left Cinderella home on the night of the Prince’s Ball.
T - The story says they left her home to clean the fireplace.
12. Cinderella rode to the Prince’s Ball in a carriage drawn by six white horses.
? - The story says she turned a pumpkin into a gold-plated automobile and rode to the Ball in style, but does not say she rode to the Ball in the gold-plated automobile.
13. Although the stepmother and stepsisters had beautiful clothes, they never bought clothes for themselves.
F - The story says they bought beautiful clothes and gifts for themselves.
14. The stepmother and stepsisters went only to social events that were important.
? - The story says that they did go to important social events, but did not specify if that was the only type of events they attended.
15. Cinderella’s fairy godmother was an evil in disguise.
? - The story does not specify if she was good or evil. You assume she is good.
TFY: Chapter 9 - Argument Exercise
Class Discussion - Page 245-246:
Read each of the following arguments. For each one, first state the issue and then formulate one debate question that addresses this issue.
1. Good cocoa cannot be made properly with water. Milk is essential.
Issue: Cocoa is better with milk rather than water.
Question: How can we know cocoa be made to go better with water?
2. Today millions of forty- and fifty-year-old workers are being let go due to age discrimination. We need better enforcement of our discrimination laws.
Issue: Forty- and fifty-year-old workers are being let go due to age discrimination in the work arena.
Question: How can we better enforce our age discrimination laws?
3. Rail transportation carries at least ten times the number of people per hour as the average freeway. It should be obvious to city and state traffic planners that an investment in improved rail service is the best answer to traffic gridlock.
Issue: Bettering the rail service to improve traffic gridlock.
Question: Will making more of an investment truly help out traffic gridlock? If so, how is that proven?
4. Republicans have been unfairly criticized for their vote against an international comprehensive test ban treaty. If we really want to eliminate the potential of a nuclear holocaust, the United States must continue to build up its military and thus persuade the rogue nations of the world to disarm.
Issue: Eliminating the potential of a nuclear holocaust.
Question: In what ways can the United States as a nation persuade other nations of the world to disarm?
5. Consumers who object to ATM fees can avoid payment by using the ATMs owned by their own banks.
Issue: ATM fees can avoid payment
Question: How can we get rid of ATM fees?
Read each of the following arguments. For each one, first state the issue and then formulate one debate question that addresses this issue.
1. Good cocoa cannot be made properly with water. Milk is essential.
Issue: Cocoa is better with milk rather than water.
Question: How can we know cocoa be made to go better with water?
2. Today millions of forty- and fifty-year-old workers are being let go due to age discrimination. We need better enforcement of our discrimination laws.
Issue: Forty- and fifty-year-old workers are being let go due to age discrimination in the work arena.
Question: How can we better enforce our age discrimination laws?
3. Rail transportation carries at least ten times the number of people per hour as the average freeway. It should be obvious to city and state traffic planners that an investment in improved rail service is the best answer to traffic gridlock.
Issue: Bettering the rail service to improve traffic gridlock.
Question: Will making more of an investment truly help out traffic gridlock? If so, how is that proven?
4. Republicans have been unfairly criticized for their vote against an international comprehensive test ban treaty. If we really want to eliminate the potential of a nuclear holocaust, the United States must continue to build up its military and thus persuade the rogue nations of the world to disarm.
Issue: Eliminating the potential of a nuclear holocaust.
Question: In what ways can the United States as a nation persuade other nations of the world to disarm?
5. Consumers who object to ATM fees can avoid payment by using the ATMs owned by their own banks.
Issue: ATM fees can avoid payment
Question: How can we get rid of ATM fees?
TFY: Chapter 9 - Argument Sumamry
This chapter is about how to recognize and question whether or not you are reading a good argument. In this chapter I learned some questions to ask myself when listening/ reading an argument. These questions help to analyze an argument and to determine if the argument is a “good” argument or not. The questions are:
1. What viewpoint is the source of this argument?
2. What is the issue of controversy?
3. Is it an argument or a report?
4. How is the argument structured in terms of reasons and conclusions?
5. What are the strengths and weaknesses of this argument?
In answering these questions you should know if this argument includes bias and what the speaker’s motives, values and beliefs are. You should also know if this is an argument or report. In an argument, the speaker is trying to advocate for something, when in a report, it is just about giving the reader the information and letting them decide for themselves what they think. You also need to recognize if the speaker gives supporting reasons to their argument and a conclusion which clearly shows what the speaker is trying to prove. After analyzing all this, you should be able to accept, reject or suspend judgment of the argument trying to be made.
1. What viewpoint is the source of this argument?
2. What is the issue of controversy?
3. Is it an argument or a report?
4. How is the argument structured in terms of reasons and conclusions?
5. What are the strengths and weaknesses of this argument?
In answering these questions you should know if this argument includes bias and what the speaker’s motives, values and beliefs are. You should also know if this is an argument or report. In an argument, the speaker is trying to advocate for something, when in a report, it is just about giving the reader the information and letting them decide for themselves what they think. You also need to recognize if the speaker gives supporting reasons to their argument and a conclusion which clearly shows what the speaker is trying to prove. After analyzing all this, you should be able to accept, reject or suspend judgment of the argument trying to be made.
CRCB - Chapter 14: Evaluating Internet Resources - Summary
In this chapter, we learned about how to evaluate internet resources. There is a seven step internet source evaluating system that should be used to do so. This system includes:
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.
While using these seven steps you are checking the relevancy, reliability, credibility and accuracy of the websites you are looking at
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.
While using these seven steps you are checking the relevancy, reliability, credibility and accuracy of the websites you are looking at
CRCB - Chapter 14: Evaluating Internet Resources Exercise
Learning Journal – Page 473:
Write about whether you enjoy working on the Internet, and how much time you currently spend searching for information.
I do enjoy using the Internet for many different reasons. I would say I spend at least an hour per day, if not, more on the Internet searching for information. I use the Internet as my primary source for my searching of information.
Exercise 14d - Evaluating Website Content - Page 480:
Evaluate the website http://www.d-b.net/dti/
1. What is the title?
Clones-R-Us
2. What is the main idea?
The main idea of this web site is to inform and sell. This website says they are the world’s first and largest reproductive cloning provider.
3. What do you already know about the topic?
I don’t know much about human cloning. I have not really followed this topic.
4. Using the criteria presented in Step 4, explain why it would or would not be a good site to use as a source. Provide example to support your conclusion.
This website is mostly a sales site. There is a price list on how much different clones cost, and an online order form. This site does have links that take you to other sites, such as news sites, debate sites, political and legal information sites, etc. I am not sure I would use this site as a good source though.
Write about whether you enjoy working on the Internet, and how much time you currently spend searching for information.
I do enjoy using the Internet for many different reasons. I would say I spend at least an hour per day, if not, more on the Internet searching for information. I use the Internet as my primary source for my searching of information.
Exercise 14d - Evaluating Website Content - Page 480:
Evaluate the website http://www.d-b.net/dti/
1. What is the title?
Clones-R-Us
2. What is the main idea?
The main idea of this web site is to inform and sell. This website says they are the world’s first and largest reproductive cloning provider.
3. What do you already know about the topic?
I don’t know much about human cloning. I have not really followed this topic.
4. Using the criteria presented in Step 4, explain why it would or would not be a good site to use as a source. Provide example to support your conclusion.
This website is mostly a sales site. There is a price list on how much different clones cost, and an online order form. This site does have links that take you to other sites, such as news sites, debate sites, political and legal information sites, etc. I am not sure I would use this site as a good source though.
CRCB - Chapter 4: Managing Your Reading Time Summary
This chapter was about different types of reading and different strategies for reading. There is speed-reading and critical reading:
Speed-reading is more of a way to group words together and read quickly.
Critical reading is about taking your time and fully comprehending every word the author wrote. I think no matter what type of reading you use, you should be able to understand what you just read. It is important for you to understand what your reading rate is.
This chapter gives an outline of the average pages per hour read in different subjects. You can use this chart to compare your own reading rate to. This will help you determine if you have an issue with reading and also can help you plan your reading schedule for each class better.
Speed-reading is more of a way to group words together and read quickly.
Critical reading is about taking your time and fully comprehending every word the author wrote. I think no matter what type of reading you use, you should be able to understand what you just read. It is important for you to understand what your reading rate is.
This chapter gives an outline of the average pages per hour read in different subjects. You can use this chart to compare your own reading rate to. This will help you determine if you have an issue with reading and also can help you plan your reading schedule for each class better.
CRCB - Chapter 4: Managing Your Reading Time Exercises
Learning Journal - Page 112:
Think about your current approach to reading efficiently. What strategies for you use? Do your current strategies work for you? Are you having difficulty completing and understanding reading assignments? Do you have a goal for your grade in each class you take?
I just use simple strategy, read the all text and find and understand the core of text.Some assignment give me a hard time to understand it. In every class I want to do my best in it and get the best grade I can.
Take One Minute - Page 116:
On a separate sheet of paper, explain why speed-reading and critical reading are conflicting activities.
Speed-reading and critical reading are conflicting activities because speed-reading is reading in chunks and getting the main points without spending much time of the material. Critical reading is reading slowing and taking the time to understand the material in its entirety.
Learning Journal - Page 117:
How can you read efficiently without sacrificing comprehension? Which of the strategies just described (skimming, rereading, subvocalizing, or pacing) would best fit your study habits?
I alway use rereading to help myself comprehend what I am reading. Still sometimes I find it hard to understand what I am reading.
Think about your current approach to reading efficiently. What strategies for you use? Do your current strategies work for you? Are you having difficulty completing and understanding reading assignments? Do you have a goal for your grade in each class you take?
I just use simple strategy, read the all text and find and understand the core of text.Some assignment give me a hard time to understand it. In every class I want to do my best in it and get the best grade I can.
Take One Minute - Page 116:
On a separate sheet of paper, explain why speed-reading and critical reading are conflicting activities.
Speed-reading and critical reading are conflicting activities because speed-reading is reading in chunks and getting the main points without spending much time of the material. Critical reading is reading slowing and taking the time to understand the material in its entirety.
Learning Journal - Page 117:
How can you read efficiently without sacrificing comprehension? Which of the strategies just described (skimming, rereading, subvocalizing, or pacing) would best fit your study habits?
I alway use rereading to help myself comprehend what I am reading. Still sometimes I find it hard to understand what I am reading.
Tuesday, March 10, 2009
Thinking For Yourself - Chapter 7 - Evaluations - Summary
In this chapter is all explain about evaluations. In order to evaluate something, we have to examining, making an estimate on, determining the worth of, and judging something. We need to be aware that sometimes it is possible to make a premature evaluation. We need to be aware that evaluations are not facts. There are different situations that can confuse our evaluation on something. Our own expectations can confuse our evaluation as well as word connotation, propaganda, and hidden evaluation. Connotation and propaganda is something important that you need to focus when making your evaluations. Before making any evaluations, I should examine everything completely and come up with my own evaluation; except for some skilled evaluations. With skilled evaluations, I think it would depend on the situation.
“Thinking For Yourself”: Chapter 7 – Evaluations – Exercise
Exercise – Page 201 – Expectations Influence Evaluation:
1. Neither the liquid nor the taste buds of the person changed. How can you explain what happened?
This guy wants to drink orange juice. He’s expecting the taste of orange juice in mind, so when it was different taste from orange juice, he think it was expire orange juice. He did not check it may be another flavor of juice.
2. What information was missing in the first evaluation?
This man did not check the orange container in the freezer was orange juice. He just judges it was due to the container being orange in color.
3. Describe an instance in which expectations influenced your perceptions and evaluations.
I have had a similar experience when I live in Thailand. I was expecting to drink coca-cola, when I open refrigerator, I found a bottle of cola and I was very thirty. I drink it suddenly. But, it was not taste of cola, it was bitter and spicy. I was split it out. It was a herb juice that my grand mama make it. In all day, I felt terrible in my throat.
1. Neither the liquid nor the taste buds of the person changed. How can you explain what happened?
This guy wants to drink orange juice. He’s expecting the taste of orange juice in mind, so when it was different taste from orange juice, he think it was expire orange juice. He did not check it may be another flavor of juice.
2. What information was missing in the first evaluation?
This man did not check the orange container in the freezer was orange juice. He just judges it was due to the container being orange in color.
3. Describe an instance in which expectations influenced your perceptions and evaluations.
I have had a similar experience when I live in Thailand. I was expecting to drink coca-cola, when I open refrigerator, I found a bottle of cola and I was very thirty. I drink it suddenly. But, it was not taste of cola, it was bitter and spicy. I was split it out. It was a herb juice that my grand mama make it. In all day, I felt terrible in my throat.
Tuesday, March 3, 2009
CRCB - Chapter 9 - PSR Strategies Summary
“CRCB”: Chapter 9 – PSR Strategies Summary
This chapter guild technique for the reader how the PSR method works when applied to your readings. PSR are from Preview, Study-Read, and Review Strategies.
First step, Preview steps:
1. You skim your reading – Reading quickly, skipping details and focus on title of chapter, introduction, subhead and summary.
2. Develop some questions that you can ask yourself – Turn the headings or subheading into questions. This will make you more engaged in your reading. As you are reading you will be searching for the answers to your questions.
3. Predict content – Predict what you think a reading assignment will be about based on the information you have gathered and questions you have developed.
Second step, Study-Read steps:
1. Read and ask questions – Turn heading/subheading into question and look for the answers to those questions.
2. Make sure you understand what you’re reading – Read one part at a time and read either from heading to heading or for more challenging material from paragraph.
3. Monitor your reading - This means to see what things you don’t understand and what questions still remain unanswered.
4. Determine the main ideas– As you finish of each section of your reading, stop and determine what the main idea of part is.
Third step, Review steps:
1. Assess your understanding of what you read on entire reading assignment - You do this by summarizing what you read, Attach new information to old information and Comprehension check.
2. Clarify any confusing areas that you may still have. You do this by asking your teachers, other students and any other resources available to you.
Then you should be able to assess your understanding of what you just read. If there are any parts of the reading that are still unclear, you should have your questions answered. Maybe you will just need to re-read the part that is unclear to you. Or maybe you will need to ask your instructor or classmate for some help. It is very important to understand what you read though. Out of this chapter I learned some ways that can make me more engaged in my readings. I will try to ask myself some questions in my readings. Hopefully that will make me concentrate more on what I am reading. Sometimes I find it hard to stay focused on certain reading material. Maybe this will help.
This chapter guild technique for the reader how the PSR method works when applied to your readings. PSR are from Preview, Study-Read, and Review Strategies.
First step, Preview steps:
1. You skim your reading – Reading quickly, skipping details and focus on title of chapter, introduction, subhead and summary.
2. Develop some questions that you can ask yourself – Turn the headings or subheading into questions. This will make you more engaged in your reading. As you are reading you will be searching for the answers to your questions.
3. Predict content – Predict what you think a reading assignment will be about based on the information you have gathered and questions you have developed.
Second step, Study-Read steps:
1. Read and ask questions – Turn heading/subheading into question and look for the answers to those questions.
2. Make sure you understand what you’re reading – Read one part at a time and read either from heading to heading or for more challenging material from paragraph.
3. Monitor your reading - This means to see what things you don’t understand and what questions still remain unanswered.
4. Determine the main ideas– As you finish of each section of your reading, stop and determine what the main idea of part is.
Third step, Review steps:
1. Assess your understanding of what you read on entire reading assignment - You do this by summarizing what you read, Attach new information to old information and Comprehension check.
2. Clarify any confusing areas that you may still have. You do this by asking your teachers, other students and any other resources available to you.
Then you should be able to assess your understanding of what you just read. If there are any parts of the reading that are still unclear, you should have your questions answered. Maybe you will just need to re-read the part that is unclear to you. Or maybe you will need to ask your instructor or classmate for some help. It is very important to understand what you read though. Out of this chapter I learned some ways that can make me more engaged in my readings. I will try to ask myself some questions in my readings. Hopefully that will make me concentrate more on what I am reading. Sometimes I find it hard to stay focused on certain reading material. Maybe this will help.
TFY - Chapter 6 - Opinions - Exercise
“TFY”: Chapter 6 – Opinions – Exercise
Exercise – Page 177 – 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. A
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. A
11. Your utility energy advisor says you can conserve energy by having your floors insulated. B
12. A Pentagon general advises bombing Mexico. D
Exercise – Page 177 – 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. A
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. A
11. Your utility energy advisor says you can conserve energy by having your floors insulated. B
12. A Pentagon general advises bombing Mexico. D
TFY - Chapter 6 - Opinions - Summary
“TFY”: Chapter 6 – Opinions – Summary
This chapter is all about opinions and the many types of them. Different types of opinions include judgments, advice, generalizations, personal preference and public sentiment.
• Judgment opinion would be saying that something is good or bad or right or wrong.
• Advice opinion is telling someone something they should or should not do.
• Generalization opinion are suggested something that can be taken for truth.
• Personal preferences are things you personally like or dislike.
• Public sentiments are normally taken by polling the public and finding their opinions.
On top of having different types of opinions, there is also the determination if opinions are responsible or not. You find this out by recognizing whether the opinion you are hearing is from an expert’s judgment or an argument that is well supported; or whether the opinion is from a final legal judgment or an unsubstantiated belief. When hearing opinions, you should be careful not to confuse them with facts. And if a person is expressing an argument, then you need to make sure they have facts, evidence, other claims and reasoning to support their arguments. I never realized how many different types of opinions there really was. I thought an opinion was an opinion. So I enjoyed reading this chapter and learning from it.
This chapter is all about opinions and the many types of them. Different types of opinions include judgments, advice, generalizations, personal preference and public sentiment.
• Judgment opinion would be saying that something is good or bad or right or wrong.
• Advice opinion is telling someone something they should or should not do.
• Generalization opinion are suggested something that can be taken for truth.
• Personal preferences are things you personally like or dislike.
• Public sentiments are normally taken by polling the public and finding their opinions.
On top of having different types of opinions, there is also the determination if opinions are responsible or not. You find this out by recognizing whether the opinion you are hearing is from an expert’s judgment or an argument that is well supported; or whether the opinion is from a final legal judgment or an unsubstantiated belief. When hearing opinions, you should be careful not to confuse them with facts. And if a person is expressing an argument, then you need to make sure they have facts, evidence, other claims and reasoning to support their arguments. I never realized how many different types of opinions there really was. I thought an opinion was an opinion. So I enjoyed reading this chapter and learning from it.
Tuesday, February 24, 2009
TFY - Chapter 8 - Viewpoints Exercise
“TFY”: Chapter 8 – Viewpoints – Exercise
Reading: Why Can’t We Talk About Religion and Politics? – Page 235 – 237
1. Do you prefer to avoid talking about religion or politics?
Sometime that I avoid talking about either religion or politics, but I know that there are most of time when either topic comes up; there will be an intense conversation to follow. Both religion and politics are topics in which people have different attitude and beliefs.
2. At what points do you agree or disagree with the author’s line of reasoning in this essay?
I has no idea maybe author tries to show how multiple historical figures have combined church and state. I think church and state should be separate. It's not Religion organization business to put their nose in politic. This country is made of many different religions and all should be respected. This time is the age of freedom, but then the government is going to rule based on Christianity. It's not make any sense.
3. How would you describe your own viewpoint on the issue of the separation of church and state?
I sure that they should be separate. It should do in the past long time ago, but they are two different topics in my mind. I know that politics and religion can be easily connected in multiple ways. I also know that this country is made up of many different religious beliefs. Politics should focus on politics, and religion must stay out of politic way.
Reading: Why Can’t We Talk About Religion and Politics? – Page 235 – 237
1. Do you prefer to avoid talking about religion or politics?
Sometime that I avoid talking about either religion or politics, but I know that there are most of time when either topic comes up; there will be an intense conversation to follow. Both religion and politics are topics in which people have different attitude and beliefs.
2. At what points do you agree or disagree with the author’s line of reasoning in this essay?
I has no idea maybe author tries to show how multiple historical figures have combined church and state. I think church and state should be separate. It's not Religion organization business to put their nose in politic. This country is made of many different religions and all should be respected. This time is the age of freedom, but then the government is going to rule based on Christianity. It's not make any sense.
3. How would you describe your own viewpoint on the issue of the separation of church and state?
I sure that they should be separate. It should do in the past long time ago, but they are two different topics in my mind. I know that politics and religion can be easily connected in multiple ways. I also know that this country is made up of many different religious beliefs. Politics should focus on politics, and religion must stay out of politic way.
TFY - Chapter 8 - Viewpoints Summary
“TFY”: Chapter 8 – Viewpoints – Summary
This chapter speaks of different viewpoints and being aware of them. The majority of this chapter focuses on the different viewpoints in politics.
This skill allows us to communicate better with others and gain new insight and perspective. Viewpoints like assumptions, opinions, and evaluations can be created consciously or unconsciously. Our view points are shaped by a number of factors, education, culture, and emotions. In my country, politic is terrible. I'm very sick of it. It's forbiden to have viewpoint about dynasty. My country was a fake democracy.
I thinkthis chapter the importance of understanding my own viewpoint and well as others.
This chapter speaks of different viewpoints and being aware of them. The majority of this chapter focuses on the different viewpoints in politics.
This skill allows us to communicate better with others and gain new insight and perspective. Viewpoints like assumptions, opinions, and evaluations can be created consciously or unconsciously. Our view points are shaped by a number of factors, education, culture, and emotions. In my country, politic is terrible. I'm very sick of it. It's forbiden to have viewpoint about dynasty. My country was a fake democracy.
I thinkthis chapter the importance of understanding my own viewpoint and well as others.
Friday, February 20, 2009
Chapter 10 - CRCB - Textbook Markings Exercises
“CRCB”: Chapter 10 – Textbook Marking – Exercise
Learning Journal – Page 319:
What do you already know about textbook marking? Do you apply what you know? Do you have a favorite strategy? If so, what is it?
I don’t sure about the correct ways to do textbook marking. When I mark or highlight in a book, I use my instinct and I seem to over-highlight the page. I see no purpose in doing that because it doesn’t point out important notes or topics. Some page makes me get confused and feel as though I may as well just read the whole page.
Exercise 10b: Reading: Lifting a Veil on Sex Slavery
Answer the prereading questions. Then read the article, “Lifting the Veil on Sex Slavery,” and apply the four textbook marking steps that you have just learned.
1. Based on the title of the article, what do you expect it to be about?
I think this article is going to be based on exposing sex slavery.
2. What do you already know about the Taliban’s treatment of women?
I don’t know anything about the Taliban’s treatment of women.
3. Are you familiar with the following vocabulary words? If not, look them up in a dictionary before you start reading:
A. Burkas – a loose garment (usually with veiled holes for the eyes) worn by Muslim women especially in India and Pakistan
B. Tantamount – equivalent in effect or value
C. Degradation – changing to a lower state (a less respected state)
D. Complicity – guilt as an accomplice in a crime or offense
E. Revering – to think about someone or something with respect and awe
4. What question might you expect this article to answer?
How should we life the veil on sex slavery?
Using your textbook marking, answer the following questions in the space provided.
1. What is the main idea of this article?
The main idea of this article is that women would be abducted by al-Qeuda from their villages, and either married off against their will and left soon after or put into brothels sold as sex slaves.
2. What does “lifting the veil” in the title mean to you?
The title “lifting the veil” to me means that, one part of these women’s culture to wear a veil over them. The veils they wear are sacred to them. When al-Qeuda would come and abduct them, these women had no time to even put their veils on. So not only where they “robbed” of their freedom, but they could not even wear their veils. The veils came off and they were now sex slaves.
3. Who is lifting the veil?
Well, how I see it is al-Qeuda is “lifting the veil” in this article. They are taking those veils away from those women.
4. The author said that Afghanistan made a mockery of the claim that the brutal restrictions placed on women were actually a way of revering and protecting them. What did the author mean by this statement?
As you can see by the definition above, to revere someone means to give them respect and hold them up high. Afghanistan in this story did nothing of the sort. They did everything but give these women respect. They actually took it away.
Learning Journal – Page 319:
What do you already know about textbook marking? Do you apply what you know? Do you have a favorite strategy? If so, what is it?
I don’t sure about the correct ways to do textbook marking. When I mark or highlight in a book, I use my instinct and I seem to over-highlight the page. I see no purpose in doing that because it doesn’t point out important notes or topics. Some page makes me get confused and feel as though I may as well just read the whole page.
Exercise 10b: Reading: Lifting a Veil on Sex Slavery
Answer the prereading questions. Then read the article, “Lifting the Veil on Sex Slavery,” and apply the four textbook marking steps that you have just learned.
1. Based on the title of the article, what do you expect it to be about?
I think this article is going to be based on exposing sex slavery.
2. What do you already know about the Taliban’s treatment of women?
I don’t know anything about the Taliban’s treatment of women.
3. Are you familiar with the following vocabulary words? If not, look them up in a dictionary before you start reading:
A. Burkas – a loose garment (usually with veiled holes for the eyes) worn by Muslim women especially in India and Pakistan
B. Tantamount – equivalent in effect or value
C. Degradation – changing to a lower state (a less respected state)
D. Complicity – guilt as an accomplice in a crime or offense
E. Revering – to think about someone or something with respect and awe
4. What question might you expect this article to answer?
How should we life the veil on sex slavery?
Using your textbook marking, answer the following questions in the space provided.
1. What is the main idea of this article?
The main idea of this article is that women would be abducted by al-Qeuda from their villages, and either married off against their will and left soon after or put into brothels sold as sex slaves.
2. What does “lifting the veil” in the title mean to you?
The title “lifting the veil” to me means that, one part of these women’s culture to wear a veil over them. The veils they wear are sacred to them. When al-Qeuda would come and abduct them, these women had no time to even put their veils on. So not only where they “robbed” of their freedom, but they could not even wear their veils. The veils came off and they were now sex slaves.
3. Who is lifting the veil?
Well, how I see it is al-Qeuda is “lifting the veil” in this article. They are taking those veils away from those women.
4. The author said that Afghanistan made a mockery of the claim that the brutal restrictions placed on women were actually a way of revering and protecting them. What did the author mean by this statement?
As you can see by the definition above, to revere someone means to give them respect and hold them up high. Afghanistan in this story did nothing of the sort. They did everything but give these women respect. They actually took it away.
Chapter 10 - CRCB - Textbook Markings Summary
“CRCB”: Chapter 10 – Textbook Marking – Summary
In this chapter you learn how to correctly mark your textbook for better studying and understanding. Textbook marking is defined as, a systematic way of marking, highlighting, and labeling ideas to show how they are related to each other and which are most important. For example, when I read a new text, I highlight things that I think are important such as specific words, their definitions, and phrases. You could also write notes in the margin of the text explaining to yourself why you highlighted the words and phrases you did. A few of the items you should mark to make your reading and understanding more efficient are: Main ideas, major supporting details, and new vocabulary.
There are some tips for textbook marking.
1) Buy new textbooks. You don’t want to get confused with previous students textbook markings. You want your textbook to be ready for your own markings.
2) Buy a fine-point pen. The purpose of this is for narrow book margins. You want to have a pen that when you write, you will be able to fit all your text.
3) Buy highlighters; different colored highlighters can help you with differentiating between vocab words and main ideas
There are four steps to properly mark your textbook:
First step is to preview the material that has been assigned to you. While skimming the text identify all the unfamiliar vocabulary words and write them down. Later, you can look up the definitions of the words to understand their meanings.
Step two is to study-read the assigned reading in sections. First read the section before marking anything. It is important to make sure you understand each section you read before you continue on to the rest.
Step three, When you are finished reading all the assigned material, you can then go back and highlight the information that answered the questions you came up with, the main ideas, and the major supporting details.
Step four, writing margin cues. A margin cue is defined as a symbol or notation you write in the margin of your text beside important information to indicate what you marked and why.
In this chapter you learn how to correctly mark your textbook for better studying and understanding. Textbook marking is defined as, a systematic way of marking, highlighting, and labeling ideas to show how they are related to each other and which are most important. For example, when I read a new text, I highlight things that I think are important such as specific words, their definitions, and phrases. You could also write notes in the margin of the text explaining to yourself why you highlighted the words and phrases you did. A few of the items you should mark to make your reading and understanding more efficient are: Main ideas, major supporting details, and new vocabulary.
There are some tips for textbook marking.
1) Buy new textbooks. You don’t want to get confused with previous students textbook markings. You want your textbook to be ready for your own markings.
2) Buy a fine-point pen. The purpose of this is for narrow book margins. You want to have a pen that when you write, you will be able to fit all your text.
3) Buy highlighters; different colored highlighters can help you with differentiating between vocab words and main ideas
There are four steps to properly mark your textbook:
First step is to preview the material that has been assigned to you. While skimming the text identify all the unfamiliar vocabulary words and write them down. Later, you can look up the definitions of the words to understand their meanings.
Step two is to study-read the assigned reading in sections. First read the section before marking anything. It is important to make sure you understand each section you read before you continue on to the rest.
Step three, When you are finished reading all the assigned material, you can then go back and highlight the information that answered the questions you came up with, the main ideas, and the major supporting details.
Step four, writing margin cues. A margin cue is defined as a symbol or notation you write in the margin of your text beside important information to indicate what you marked and why.
Chapter 5 - TFY - Assumptions Summary
“TFY”: Chapter 5 – Assumptions Summary
This chapter talks about all the different types of assumptions that can and are made. Assumptions can be made consciously or unconsciously, and they can be warranted or unwarranted. When people assume, they take up or accept something. They accept it without proof that it is true or certain. There are also hidden assumptions. Hidden assumptions are defined as unconscious assumptions that influence a line of reasoning. A hidden assumption is not always easy to identify. A Stereotype is one type of a hidden assumption. Value assumptions are also a type of hidden assumptions people make and rarely or never question them, most of the time these assumptions are passed down from family or through their culture. They are unexamined beliefs that unconsciously affect our thought processes. Conscious assumptions are also known as working assumptions. Working assumptions serve as strategies or working trials.
This chapter talks about all the different types of assumptions that can and are made. Assumptions can be made consciously or unconsciously, and they can be warranted or unwarranted. When people assume, they take up or accept something. They accept it without proof that it is true or certain. There are also hidden assumptions. Hidden assumptions are defined as unconscious assumptions that influence a line of reasoning. A hidden assumption is not always easy to identify. A Stereotype is one type of a hidden assumption. Value assumptions are also a type of hidden assumptions people make and rarely or never question them, most of the time these assumptions are passed down from family or through their culture. They are unexamined beliefs that unconsciously affect our thought processes. Conscious assumptions are also known as working assumptions. Working assumptions serve as strategies or working trials.
Exercise 7a page#212 CRCB ENG75
1. A penny saved is a penny earned
Save your penny and it will add up
2. Time heals all wounds
Take your time and it will get better
3. Give a man a fish and he will eat for a day. Teach a man to fish, and he will eat for a lifetime
Teach everything you know and take what you learn with your whole life.
Save your penny and it will add up
2. Time heals all wounds
Take your time and it will get better
3. Give a man a fish and he will eat for a day. Teach a man to fish, and he will eat for a lifetime
Teach everything you know and take what you learn with your whole life.
CRCB Ch. 7 Summary (Inferences)
CRCB Ch. 7 Summary
Inferences
Chapter seven has information about inferences and using them to identify implied main ideas. This text explain that an inference is the process of making assumptions, and drawing conclusions about information when an author’s opinions or ideas are not directly stated.
There are five strategies for effectively inferring meaning from writings when it is not directly stated.
-The first strategy is to understand an author’s purpose for writing the piece.
-The second strategy is to note comparisons and implied similarities. If an author makes a comparison to show something then you have to infer what the similarity is to understand the point of the author.
-The third strategy is to understand the author’s use of tone. Tone can be extremely helpful in trying to understand an author’s main idea, specially if it is implied.
-The fourth strategy is to detect an author’s bias. This can help us make informed decisions about what the author is saying.
-The last strategy is to recognize information gaps. These can be intentional or not.
Also, authors may have implied main ideas for paragraphs or sections or chapters. When main ideas are implied, we have to use inferences and strategies to see them. We have to
1) Read carefully.
2) identify the topic of the reading material.
3) ask ourselves what important point the author makes about the topic.
4) Combine the topic with the new information.
Inferences
Chapter seven has information about inferences and using them to identify implied main ideas. This text explain that an inference is the process of making assumptions, and drawing conclusions about information when an author’s opinions or ideas are not directly stated.
There are five strategies for effectively inferring meaning from writings when it is not directly stated.
-The first strategy is to understand an author’s purpose for writing the piece.
-The second strategy is to note comparisons and implied similarities. If an author makes a comparison to show something then you have to infer what the similarity is to understand the point of the author.
-The third strategy is to understand the author’s use of tone. Tone can be extremely helpful in trying to understand an author’s main idea, specially if it is implied.
-The fourth strategy is to detect an author’s bias. This can help us make informed decisions about what the author is saying.
-The last strategy is to recognize information gaps. These can be intentional or not.
Also, authors may have implied main ideas for paragraphs or sections or chapters. When main ideas are implied, we have to use inferences and strategies to see them. We have to
1) Read carefully.
2) identify the topic of the reading material.
3) ask ourselves what important point the author makes about the topic.
4) Combine the topic with the new information.
Thursday, February 19, 2009
Chapter 4 - TFY - Inferences - Exercise
“TFY”: Chapter 4 – Inferences – Exercise
Drawing Inferences from Evidence – Exercise – Page 108:
Read the following scenarios and think of three inferences you could make to explain each situation:
1. Your neighbors have regular habits and spend a lot of time at home. One day you notice that no lights have appeared in their house in the evenings for at least a week.
1. Maybe the neighbors are going to bed early… maybe they do something busy.
2. The neighbors are move out because they hate this town.
3. The neighbors are all murdered.
2. In an airport waiting room, you sit down next to a nun wearing a dark blue dress, starched white collar, and a starched white headdress. You notice she is reading Playboy magazine.
1. She is fake nun.
2. She is lesbian.
3. She is bad ass nun.
3. Your child, age four, usually has a good appetite. However, she says no this morning when you offer her a dish of applesauce.
1. She is not ready.
2. She can but she doesn’t want it.
3. She stupid and spoil brat.
4. You are on a Greyhound bus. A man get son and sits beside you. He is carrying an expensive briefcase, although he is shabbily dressed, unshaven, and perspiring heavily. When you suggest he place his briefcase on the rack overhead, he refuses, saying he doesn’t mind holding it in his lap.
1. That was a gift of his and he prefers to hold onto it.
2. He was running late and did not have time to straighten out his attire.
3. He stole that briefcase and ran to catch the bus.
5. You are looking in your wife’s closet for your missing shoe, and you notice a new and expensive man’s sports jacket hanging there.
1. Maybe your wife bought that for you as a gift.
2. Maybe it's her jacket and the true is your wife was a man who have sex transformation.
3. Maybe she cheats you.
6. After a class you go to see your professor about an error in addition on your test score. You explain to him respectfully that 100 minus 18 is 82, not 79. He tells you to get the hell out of his office.
1. He is asshole.
2. He stupid.
3. He is a failure pathetic worm of human being.
7. You are driving through a valley on a spring morning in a heavy rainstorm. You are on a two-lane highway, and you notice that only about half the cars that pass you head-on have their lights on.
1. Maybe people lazy to turn off light.
2. Maybe people forgot to turn their lights on.
3. Maybe the people stupid.
Drawing Inferences from Evidence – Exercise – Page 108:
Read the following scenarios and think of three inferences you could make to explain each situation:
1. Your neighbors have regular habits and spend a lot of time at home. One day you notice that no lights have appeared in their house in the evenings for at least a week.
1. Maybe the neighbors are going to bed early… maybe they do something busy.
2. The neighbors are move out because they hate this town.
3. The neighbors are all murdered.
2. In an airport waiting room, you sit down next to a nun wearing a dark blue dress, starched white collar, and a starched white headdress. You notice she is reading Playboy magazine.
1. She is fake nun.
2. She is lesbian.
3. She is bad ass nun.
3. Your child, age four, usually has a good appetite. However, she says no this morning when you offer her a dish of applesauce.
1. She is not ready.
2. She can but she doesn’t want it.
3. She stupid and spoil brat.
4. You are on a Greyhound bus. A man get son and sits beside you. He is carrying an expensive briefcase, although he is shabbily dressed, unshaven, and perspiring heavily. When you suggest he place his briefcase on the rack overhead, he refuses, saying he doesn’t mind holding it in his lap.
1. That was a gift of his and he prefers to hold onto it.
2. He was running late and did not have time to straighten out his attire.
3. He stole that briefcase and ran to catch the bus.
5. You are looking in your wife’s closet for your missing shoe, and you notice a new and expensive man’s sports jacket hanging there.
1. Maybe your wife bought that for you as a gift.
2. Maybe it's her jacket and the true is your wife was a man who have sex transformation.
3. Maybe she cheats you.
6. After a class you go to see your professor about an error in addition on your test score. You explain to him respectfully that 100 minus 18 is 82, not 79. He tells you to get the hell out of his office.
1. He is asshole.
2. He stupid.
3. He is a failure pathetic worm of human being.
7. You are driving through a valley on a spring morning in a heavy rainstorm. You are on a two-lane highway, and you notice that only about half the cars that pass you head-on have their lights on.
1. Maybe people lazy to turn off light.
2. Maybe people forgot to turn their lights on.
3. Maybe the people stupid.
Thinking For Yourself, Ch. 4 summary- Inference: What follows?
When a person infers, they are: imaging, guessing, predicting, and concluding. Inferences are often confused with facts. Inferences help fill in when facts are missing, or they can help make sense of facts already presented. Inferences should always be checked against the facts for accuracy and to make sure you are not inferring incorrectly. This chapter’s goal was to make us more conscious about our inferences. We should state the obvious as much as possible for this will help us in distinguishing facts from inferences.
Chapter 6 - Finding Supporting Details - Exercise
“CRCB”: Chapter 6 – Finding Supporting Details – Exercise
Exercise 6d – Page 192:
Complete the mind map in Figure 6.3 using information from the following for the outline. For each heading (main idea), write a question that would help you find the major details that support it.
OUTLINE
Medicine
Medical History: A Tradition of Incompetence (Chapter Title)
Anatomy: Doctors and Body Snatchers (heading)
Mistreating the Mentally Ill (heading)
Research: Humans as Lab Rats (heading)
Bizarre Breakthroughs (heading)
Peering over the Shoulders of Early GYNO’s (heading)
Malpractice Miscellany (heading)
Dentistry before Novocaine (heading)
.PNG)
Exercise 6d – Page 192:
Complete the mind map in Figure 6.3 using information from the following for the outline. For each heading (main idea), write a question that would help you find the major details that support it.
OUTLINE
Medicine
Medical History: A Tradition of Incompetence (Chapter Title)
Anatomy: Doctors and Body Snatchers (heading)
Mistreating the Mentally Ill (heading)
Research: Humans as Lab Rats (heading)
Bizarre Breakthroughs (heading)
Peering over the Shoulders of Early GYNO’s (heading)
Malpractice Miscellany (heading)
Dentistry before Novocaine (heading)
.PNG)
Chapter 6 - Finding Supporting Details - Summary
“CRCB”: Chapter 6 – Finding Supporting Details – Summary
This chapter tells the importance of different types of details when you are reading. There are major supporting details and minor supporting details.
The major supporting details are those that help you to better understand what it is that you are reading.
Minor supporting details are those that may seem more interesting, but they are less helpful to you.
You need to focus more on the major supporting details. The major detail is a key to success in understanding your readings. I think that if you really attempt to use this strategy of focusing on the main point and the major supportive details, you can even do better on tests. This chapter is teaching you a way to focus in on what is important; what information you need to take in and absorb.
This chapter tells the importance of different types of details when you are reading. There are major supporting details and minor supporting details.
The major supporting details are those that help you to better understand what it is that you are reading.
Minor supporting details are those that may seem more interesting, but they are less helpful to you.
You need to focus more on the major supporting details. The major detail is a key to success in understanding your readings. I think that if you really attempt to use this strategy of focusing on the main point and the major supportive details, you can even do better on tests. This chapter is teaching you a way to focus in on what is important; what information you need to take in and absorb.
Chapter 5 - Locating Stated Main Ideas Exercises
“CRCB”: Chapter 5 - Locating Stated Main Ideas – Exercise
Learning Journal – Page 139:
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 main point; the main topic or focus
Topic – What you are going to talk or write about
Details – supporting descriptions
Major Supporting Details – supporting facts
Minor Supporting Details – descriptions
Exercise 5a – Page 141:
Circle the most general item in each list. The first one is modeled for you.
(Instead of circling, I underlined words)
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 – Page 142:
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: Poets
- Langston Hughes
- Emily Dickinson
- T.S. Eliot
- Walt Whitman
3. Topic: Word puzzles
- crossword
- riddles
- jigsaw
- conundrum
4. Topic: health
- calories
- carbohydrates
- fat
- protein
5. Topic: resume information
- name
- education
- employment experience
- references
6. Topic: Teeth and gum diseases
- gingivitis
- tarter
- periodontal disease
- plaque
Learning Journal – Page 139:
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 main point; the main topic or focus
Topic – What you are going to talk or write about
Details – supporting descriptions
Major Supporting Details – supporting facts
Minor Supporting Details – descriptions
Exercise 5a – Page 141:
Circle the most general item in each list. The first one is modeled for you.
(Instead of circling, I underlined words)
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 – Page 142:
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: Poets
- Langston Hughes
- Emily Dickinson
- T.S. Eliot
- Walt Whitman
3. Topic: Word puzzles
- crossword
- riddles
- jigsaw
- conundrum
4. Topic: health
- calories
- carbohydrates
- fat
- protein
5. Topic: resume information
- name
- education
- employment experience
- references
6. Topic: Teeth and gum diseases
- gingivitis
- tarter
- periodontal disease
- plaque
Chapter 5 - Locating Stated Main Ideas Summary
“CRCB”: Chapter 5 - Locating Stated Main Ideas – Summary
I learned that before you can understand what you are reading you must first be able to identify some information. The first thing you must identify is the author’s main idea. You need to be able to distinguish between general ideas and specific details. As you are reading something, you need to be asking yourself questions the whole time. You need to ask yourself, “what is this about”, “what am I reading”? Asking yourself questions like this and identifying the main idea, the topic and the details, will help you to understand what you are reading much better.
I learned that before you can understand what you are reading you must first be able to identify some information. The first thing you must identify is the author’s main idea. You need to be able to distinguish between general ideas and specific details. As you are reading something, you need to be asking yourself questions the whole time. You need to ask yourself, “what is this about”, “what am I reading”? Asking yourself questions like this and identifying the main idea, the topic and the details, will help you to understand what you are reading much better.
Chapter 3 - TFY - Facts Exercises
“TFY”: Chapter 3 – Facts – Exercises
Discussion Break Questions: Page 79:
1. State two facts that you are certain are true.
1. I am Asian.
2. I am human.
2. State two facts that you are certain will never change.
1. Thailand still hot.
2. This world is imperfect.
3. State two facts that you are certain will change.
1. I will get older.
2. My parent will dead in the future.
“The Blind Men and the Elephant” Exercise Page 87:
1. What do you think the elephant represents?
Something peoples see and think different.
2. Why did each of the blind men think in terms of comparisons?
Because that is how our minds work. When we are describing an object, the first thing we do is try to compare it to something else.
3. What was wrong with their comparisons?
They can know only part of elephant but no one can know the true of answer about elephant.
4. Can you think of examples in your life where you could not experience something new because you were comparing it to something familiar?
Food – sometime, the same food has different taste because we remember the first taste of food we eat.
Discussion Break Questions: Page 79:
1. State two facts that you are certain are true.
1. I am Asian.
2. I am human.
2. State two facts that you are certain will never change.
1. Thailand still hot.
2. This world is imperfect.
3. State two facts that you are certain will change.
1. I will get older.
2. My parent will dead in the future.
“The Blind Men and the Elephant” Exercise Page 87:
1. What do you think the elephant represents?
Something peoples see and think different.
2. Why did each of the blind men think in terms of comparisons?
Because that is how our minds work. When we are describing an object, the first thing we do is try to compare it to something else.
3. What was wrong with their comparisons?
They can know only part of elephant but no one can know the true of answer about elephant.
4. Can you think of examples in your life where you could not experience something new because you were comparing it to something familiar?
Food – sometime, the same food has different taste because we remember the first taste of food we eat.
Chapter 3 - TFY - Facts Summary
“TFY”: Chapter 3 – Facts – Summary
Fact = knows something with certainty through experience, observation, or measurement. A fact can be objectively shown and verified and people agree that it corresponds to reality. You need to learn how to recognize and verify facts based on what was just said.
Fiction = something that is made up story. We also need to be able to distinguish facts from fiction. You feelings can also be facts, or at least help you to determine what a fact is. You need to be careful though as you need to pay attention to your attitude along with your feeling. We, as humans, sometimes feel the need to get confirmation from someone else in a certain situation. Confirmation on what we think to be true allows us to make easy and correct determination we made.
Fact = knows something with certainty through experience, observation, or measurement. A fact can be objectively shown and verified and people agree that it corresponds to reality. You need to learn how to recognize and verify facts based on what was just said.
Fiction = something that is made up story. We also need to be able to distinguish facts from fiction. You feelings can also be facts, or at least help you to determine what a fact is. You need to be careful though as you need to pay attention to your attitude along with your feeling. We, as humans, sometimes feel the need to get confirmation from someone else in a certain situation. Confirmation on what we think to be true allows us to make easy and correct determination we made.
Thinking For Yourself Chapter 2 Summary
This chapter was titled “Word Precision: How do I Describe It”. The chapter sums up how important vocabulary is to communication and expressing our experiences. Our words are our thoughts so if our words aren’t clear then our thoughts aren’t clear. Dictionaries are a very important tool for this. It suggests every time you come across a word you do not know, you should look it up. “Clear thinking depends on clear word definitions” is a quote from the chapter that I highly agree with it. The chapter goes on to tell us the different kind of definitions of words. There is taxonomy, dictionary definitions, scientific definitions, and stipulative definitions. The chapter also touches on the Connotation of words which is the associations those words have. Knowing the etymology of a word can also help in giving us a concrete understanding of its definition. The chapter also states that critical reading begins with a resolve to aim for a neutral and accurate comprehension of the material.
Thinking For Yourself Chapter 2 Exercises
Thinking For Yourself
Chapter 2 Exercises
Exercise 1
P. 46
Rate each of the following statements as true or false.
1. Dictionaries are like phone books; basically, they all offer the same information.
False
2. If a dictionary is names Webster’s, that means it is one of the best.
False
3. Experts who decide how we should speak English write dictionaries.
False
4. Small, pocket dictionaries are the best kind to use for in-depth word study because they eliminate unnecessary, confusing information and make understanding easier.
False
5. Because a dictionary can confuse us with so many definitions for any single word, it is better to try to figure out a word’s meaning from it’s context or ask someone else.
False
6. Dictionaries are like cookbooks; a family needs to buy only one for the family’s lifetime.
False
7. Dictionaries give us information about spelling and definitions, but that is about all they offer.
False
8. An online dictionary is just as good for understanding and using a new word as a printed dictionary.
False
Exercise 2
P. 51
Set up a piece of paper with three columns headed Term, class and characteristics. Look up each of the words, list the class and characteristics.
1. Scissors
Class: a cutting tool
Characteristics: Has two blades, each with a loop handle, joined by a swivel pin.
2. Mailbag
Class: Bag
Characteristics: tool to gather letter
3. Moppet
Class: People
Characteristics: little boy or girl
4. November
Class: Month
Characteristics: the eleventh month of the year
5. Pneumonia
Class: Disease
Characteristics: disease of the lungs, inflammation of lungs
6. Cat
Class: Animal
Characteristics: Small cute four legged mammal. China people use its meat to make a food.
Chapter 2 Exercises
Exercise 1
P. 46
Rate each of the following statements as true or false.
1. Dictionaries are like phone books; basically, they all offer the same information.
False
2. If a dictionary is names Webster’s, that means it is one of the best.
False
3. Experts who decide how we should speak English write dictionaries.
False
4. Small, pocket dictionaries are the best kind to use for in-depth word study because they eliminate unnecessary, confusing information and make understanding easier.
False
5. Because a dictionary can confuse us with so many definitions for any single word, it is better to try to figure out a word’s meaning from it’s context or ask someone else.
False
6. Dictionaries are like cookbooks; a family needs to buy only one for the family’s lifetime.
False
7. Dictionaries give us information about spelling and definitions, but that is about all they offer.
False
8. An online dictionary is just as good for understanding and using a new word as a printed dictionary.
False
Exercise 2
P. 51
Set up a piece of paper with three columns headed Term, class and characteristics. Look up each of the words, list the class and characteristics.
1. Scissors
Class: a cutting tool
Characteristics: Has two blades, each with a loop handle, joined by a swivel pin.
2. Mailbag
Class: Bag
Characteristics: tool to gather letter
3. Moppet
Class: People
Characteristics: little boy or girl
4. November
Class: Month
Characteristics: the eleventh month of the year
5. Pneumonia
Class: Disease
Characteristics: disease of the lungs, inflammation of lungs
6. Cat
Class: Animal
Characteristics: Small cute four legged mammal. China people use its meat to make a food.
Chapter 2 - CRCB - Developing Your College Vocabulary - Exercise
“CRCB”: Chapter 2 – Developing Your College Vocabulary – Exercises
Exercise 2a
Using Context clues to figure out meaning
1. The child was able to assuage his irate father with a smile and a small kiss on his cheek. A grin slowly replaced the fathers angry frown.
a. Increase b. Soothe c. Losed. d. Handle Answer: B
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.
a. Unhappy b. Fair c. Incapable of being expressed in words d. Quickly forgotten Answer: C
3. Most of us eventually reach our goals, but life’s path to success is often a circuitous one.
a. Straight and certain b. Jovial c. Marked by roundabout or indirect procedures d. Relating to a group Answer: C
4. The preacher took a pedagogic approach with his sermon, hoping that those attending would learn something meaningful from it.
a. Instructional b. Incomplete c. Something that breaks the ice d. To brighten or freshen up Answer: D
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.
a. Very rewarding b. Highly Sensitive c. Well Paying d. Highly exciting Answer: C
6. Buying a lottery ticket is a very capricious way to plan for your future. The chances of winning are 1 in 10,000,000.
a. Lazy b. Inventive c. Unhappy d. Unpredictable Answer: D
Exercise 2d
1. Equal
Root is Equ Definition: The same quantity , value or rank
2. Circumscribe
Root is scribe Definition: Encircle, confine.
3. Predict
Root is dict Definition: tell about in advance.
4. Untenable
Root is ten Defintion: Incapable of being defended as an argument or thesis.
5. Current
Root is cur Definition: Belonging to the time actually passing.prevalent or customary.
6. Extend
Root is ten Definition: to stretch out, to draw out to full length.
7. Extensible
Root is ten Definition: Capable of being extended.
8. Scribble
Root is Scribe Definition: to write hastily or carelessly
9. Retentive
Root is ten Definition: Having power or ability to retain or remember
10. Remit
Root is mit Definion: to transmit or send
Exercise 2i
Identify the root in each of the following words.
1. Harmlessly – harm
2. Controversially – controversial
3. Commercialization – commercial
4. Talkatively – talk
5. Mindlessness – mind
6. Simplistically – simple
7. Neighborliness – neighbor
8. Wakefullness – wake
9. Peacefully – peace
10. Sinfulness – sin
Exercise 2j
Define the following words
1. Maltreat: to treat badly, to abuse
2. Autonomous: self governing, independent
3. Emit: to send forth, to give forth
4. Fidelity: strict observence of promises or duties
5. Convey: to communicate , make known, to carry bring or take
6. Equivocal: of doubtful nature or character,questionable, dubious
7. Posthumous;arising, occuring or continuing after one’s death
8. Carnal: pertaining to or characterized by the flesh of the body
9. Misognyist: hatred, dislike or mistrust of women
10. Synchronized: to cause to go at same rate or time
Exercise 2a
Using Context clues to figure out meaning
1. The child was able to assuage his irate father with a smile and a small kiss on his cheek. A grin slowly replaced the fathers angry frown.
a. Increase b. Soothe c. Losed. d. Handle Answer: B
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.
a. Unhappy b. Fair c. Incapable of being expressed in words d. Quickly forgotten Answer: C
3. Most of us eventually reach our goals, but life’s path to success is often a circuitous one.
a. Straight and certain b. Jovial c. Marked by roundabout or indirect procedures d. Relating to a group Answer: C
4. The preacher took a pedagogic approach with his sermon, hoping that those attending would learn something meaningful from it.
a. Instructional b. Incomplete c. Something that breaks the ice d. To brighten or freshen up Answer: D
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.
a. Very rewarding b. Highly Sensitive c. Well Paying d. Highly exciting Answer: C
6. Buying a lottery ticket is a very capricious way to plan for your future. The chances of winning are 1 in 10,000,000.
a. Lazy b. Inventive c. Unhappy d. Unpredictable Answer: D
Exercise 2d
1. Equal
Root is Equ Definition: The same quantity , value or rank
2. Circumscribe
Root is scribe Definition: Encircle, confine.
3. Predict
Root is dict Definition: tell about in advance.
4. Untenable
Root is ten Defintion: Incapable of being defended as an argument or thesis.
5. Current
Root is cur Definition: Belonging to the time actually passing.prevalent or customary.
6. Extend
Root is ten Definition: to stretch out, to draw out to full length.
7. Extensible
Root is ten Definition: Capable of being extended.
8. Scribble
Root is Scribe Definition: to write hastily or carelessly
9. Retentive
Root is ten Definition: Having power or ability to retain or remember
10. Remit
Root is mit Definion: to transmit or send
Exercise 2i
Identify the root in each of the following words.
1. Harmlessly – harm
2. Controversially – controversial
3. Commercialization – commercial
4. Talkatively – talk
5. Mindlessness – mind
6. Simplistically – simple
7. Neighborliness – neighbor
8. Wakefullness – wake
9. Peacefully – peace
10. Sinfulness – sin
Exercise 2j
Define the following words
1. Maltreat: to treat badly, to abuse
2. Autonomous: self governing, independent
3. Emit: to send forth, to give forth
4. Fidelity: strict observence of promises or duties
5. Convey: to communicate , make known, to carry bring or take
6. Equivocal: of doubtful nature or character,questionable, dubious
7. Posthumous;arising, occuring or continuing after one’s death
8. Carnal: pertaining to or characterized by the flesh of the body
9. Misognyist: hatred, dislike or mistrust of women
10. Synchronized: to cause to go at same rate or time
Chapter 2 - CRCB - Developing Your College Vocabulary - Summary
“CRCB”: Chapter 2 – Developing Your College Vocabulary – Summary
This chapter covers how important learning, understanding and building your vocabulary really are. When you learn new vocabulary, you can understand what you read better. There are many different ways to learn the vocabulary words you do not know. This chapter will be beneficial to me because I can know new word from this chapter.
This chapter covers how important learning, understanding and building your vocabulary really are. When you learn new vocabulary, you can understand what you read better. There are many different ways to learn the vocabulary words you do not know. This chapter will be beneficial to me because I can know new word from this chapter.
Chapter 13 - Reading Beyond The Words Summary
“Critical Reading”: Chapter 13 – Reading Beyond The Words - Summary
This chapter has been about the six different levels of critical thinking. Those six levels are: knowledge, comprehension, application, analysis, synthesis, and evaluation. The chapter helps you to understand each of these levels. In each step you must ask yourself certain questions and acknowledge certain concepts or facts. In following these six steps, or levels, you will be on the road to becoming a better critical thinker.
This chapter has been about the six different levels of critical thinking. Those six levels are: knowledge, comprehension, application, analysis, synthesis, and evaluation. The chapter helps you to understand each of these levels. In each step you must ask yourself certain questions and acknowledge certain concepts or facts. In following these six steps, or levels, you will be on the road to becoming a better critical thinker.
Chapter 13 - Reading Beyond The Words Exercises
“Critical Reading”: Chapter 13 – Reading Beyond The Words
Learning Journal (pg. 435):
Based on what I just read, I think the word taxonomy means a list of six levels of thinking for teachers to use as a curriculum guide and a way to test students. In other words, taxonomy is Bloom’s way of describing or characterizing critical thinking.
Exercise 13a:
1. B – Your proposal is the work of a fool with one eye and half a brain.
2. C – Employees present is a partner in making a decision that affects us all.
3. D – Because it can lead to a win-win solution.
Exercise 13b:
1. According to Nietzsche, Christianity and science are foes because Christianity is based on faith and putting that faith and your life in the hands of God. Where science relies more on mankind and what we can do for ourselves and for others.
2. A couple of ways the author distinguishes between Christianity and science is he shows that Christians pray to God and ask for assistance from above when they are sick or at a time of war. The sources of the power of science enable people to see a doctor when sick or follow generals and join battalions at times of war.
3. People of faith and people of science of not always see eye to eye. Starting from the beginning of Christianity, people were only followers of God, not only in their time of need, but for all time. Nowadays, science is a much stronger force in our society, and people rely on it more and more.
Exercise 13c:
1. 10x / 5 = 120 x = 60
2. x + 76 = 1102 x = 1026
3. 98x / 7 = 14 x = 1
Learning Journal (pg. 447):
Analysis level of thinking is when you pull apart facts or concepts and look at every detail for a better understanding and to help you draw a conclusion of why something is or isn’t. I look at the application level as being more structured with rules so to speak
Exercise 13d:
1. I think the author’s main point in this passage is there is a lot of ideas/ concepts in the world today that we as people are sometimes forced to accept, while other concepts, such as faith/ religion, are pushed under the rug due to the possibility of offending someone.
2. The author uses examples such as anal sex, a textbook called, “Heather Has Two Mommies”, and the Ten Commandments.
3. I feel the author may be a little bias. I feel he does not agree with certain sexual acts or preferences, while being make to feel forced to accept them. While being forced to accept the concepts he may not want to, ideas like religion are not to be spoken of. It’s almost as if this author is questioning people’s morals these days. Phrases to support my thoughts are as follows:
“It means being forced to accept as normal those behaviors and lifestyles that are absolutely abnormal.”
“For instance, we can’t teach the Ten Commandments. In fact, we can’t even post them in the classroom. Why? Because their origin is religion, and that (God forbid!) might offend.”
4. I am not sure that I think the author committed any fallacies in this passage. I don’t see this passage as being entirely factual, but more what the author perceives to be true. This is more his opinion.
Exercise 13e:
1. Linguists and biologist have similar ideas. Both are trying to learn more about the “living” while still here, and to figure out how to prevent extinction.
Reading Practice 2: “Call Me Crazy, but I Have To Be Myself”
1. B – A condition marked by moods that swing between elation and depair.
2. A – She would like to share her bipolar experience but doesn’t want to scare people.
3. D – The author feels the need to be honest with people about her condition.
4. A – Analysis
5. D – To integrate both sides of herself
6. If I were bipolar, I would pick and choose who I would tell and whom I would not tell. Unfortunately there is people while will judge you, so you have to be smart about who you share your personal stories with. At the same time, you can’t let everyone’s opinion of you bother you. You just have to be yourself. And that is how I would integrate both sides of myself into society. I would just be myself.
7. I think people with mental illnesses wake up everyday with a huge challenge. They need to be able to “overcome” their illness daily in order to be a functioning part of society.
8. Yes. I think it was wise of this author to write her article in a national magazine. For her, the most important thing was to be honest and let people know her “true” self. Some consequences could be having people judge her or look at her differently, while others will embrace her and learn from her story.
9. Some reasons why this author has kept her psychiatric history quiet all this time is because of embarrassment, shame, worry of what others will think. Also, she has always just wanted to be accepted and considered a “normal” part of society.
10. Reading the title and heading of this essay helped me to see that this story was going to be about a woman with bipolar disorder that wanted to voice her story, but still be seen as “normal.”
Learning Journal (pg. 435):
Based on what I just read, I think the word taxonomy means a list of six levels of thinking for teachers to use as a curriculum guide and a way to test students. In other words, taxonomy is Bloom’s way of describing or characterizing critical thinking.
Exercise 13a:
1. B – Your proposal is the work of a fool with one eye and half a brain.
2. C – Employees present is a partner in making a decision that affects us all.
3. D – Because it can lead to a win-win solution.
Exercise 13b:
1. According to Nietzsche, Christianity and science are foes because Christianity is based on faith and putting that faith and your life in the hands of God. Where science relies more on mankind and what we can do for ourselves and for others.
2. A couple of ways the author distinguishes between Christianity and science is he shows that Christians pray to God and ask for assistance from above when they are sick or at a time of war. The sources of the power of science enable people to see a doctor when sick or follow generals and join battalions at times of war.
3. People of faith and people of science of not always see eye to eye. Starting from the beginning of Christianity, people were only followers of God, not only in their time of need, but for all time. Nowadays, science is a much stronger force in our society, and people rely on it more and more.
Exercise 13c:
1. 10x / 5 = 120 x = 60
2. x + 76 = 1102 x = 1026
3. 98x / 7 = 14 x = 1
Learning Journal (pg. 447):
Analysis level of thinking is when you pull apart facts or concepts and look at every detail for a better understanding and to help you draw a conclusion of why something is or isn’t. I look at the application level as being more structured with rules so to speak
Exercise 13d:
1. I think the author’s main point in this passage is there is a lot of ideas/ concepts in the world today that we as people are sometimes forced to accept, while other concepts, such as faith/ religion, are pushed under the rug due to the possibility of offending someone.
2. The author uses examples such as anal sex, a textbook called, “Heather Has Two Mommies”, and the Ten Commandments.
3. I feel the author may be a little bias. I feel he does not agree with certain sexual acts or preferences, while being make to feel forced to accept them. While being forced to accept the concepts he may not want to, ideas like religion are not to be spoken of. It’s almost as if this author is questioning people’s morals these days. Phrases to support my thoughts are as follows:
“It means being forced to accept as normal those behaviors and lifestyles that are absolutely abnormal.”
“For instance, we can’t teach the Ten Commandments. In fact, we can’t even post them in the classroom. Why? Because their origin is religion, and that (God forbid!) might offend.”
4. I am not sure that I think the author committed any fallacies in this passage. I don’t see this passage as being entirely factual, but more what the author perceives to be true. This is more his opinion.
Exercise 13e:
1. Linguists and biologist have similar ideas. Both are trying to learn more about the “living” while still here, and to figure out how to prevent extinction.
Reading Practice 2: “Call Me Crazy, but I Have To Be Myself”
1. B – A condition marked by moods that swing between elation and depair.
2. A – She would like to share her bipolar experience but doesn’t want to scare people.
3. D – The author feels the need to be honest with people about her condition.
4. A – Analysis
5. D – To integrate both sides of herself
6. If I were bipolar, I would pick and choose who I would tell and whom I would not tell. Unfortunately there is people while will judge you, so you have to be smart about who you share your personal stories with. At the same time, you can’t let everyone’s opinion of you bother you. You just have to be yourself. And that is how I would integrate both sides of myself into society. I would just be myself.
7. I think people with mental illnesses wake up everyday with a huge challenge. They need to be able to “overcome” their illness daily in order to be a functioning part of society.
8. Yes. I think it was wise of this author to write her article in a national magazine. For her, the most important thing was to be honest and let people know her “true” self. Some consequences could be having people judge her or look at her differently, while others will embrace her and learn from her story.
9. Some reasons why this author has kept her psychiatric history quiet all this time is because of embarrassment, shame, worry of what others will think. Also, she has always just wanted to be accepted and considered a “normal” part of society.
10. Reading the title and heading of this essay helped me to see that this story was going to be about a woman with bipolar disorder that wanted to voice her story, but still be seen as “normal.”
Chapter 1 - Observation Skills Summary
“Thinking For Yourself”: Chapter 1 – Observation
Summary of Chapter
this chapter in the book was trying to explain how to be a better observer. This chapter gave many different exercises to test your brain's ability to observe and how you observe. This chapter is trying to teach you how to clam down and think deep within yourself to see how you think. By analyzing at yourself and the way you think could help you to become a better observer.
Summary of Chapter
this chapter in the book was trying to explain how to be a better observer. This chapter gave many different exercises to test your brain's ability to observe and how you observe. This chapter is trying to teach you how to clam down and think deep within yourself to see how you think. By analyzing at yourself and the way you think could help you to become a better observer.
“Thinking For Yourself”: Chapter 1 – Observation
Exercise 1: Discovery Exercise: Comparing Our Perceptions
There is a picture of four men standing in front of a large white tent. The tallest man, who is standing in the middle of three shoty with his arms out to either side, is very tall and skinny.. He is wearing a black hat, black buttoned jacket with a white shirt and black tie, wearing black shorts, black tights and black shoes. All whole black outfit.Then there are two men on either side of this tall man. Each man is standing underneath the tall man’s arms. These two short men are short and appear identical. They both look like they are dressed as matadors, also wearing black hats with silver trim and dangling silver circles. One hat has a feather attached, while the other has 2 pom-pom balls. The shortest man appears to be a dwarf, or little person. He is standing to the left side and a little in front of the tall man. The little person is wearing a tall black hat, with a white shirt and tie, a pianist jacket, black pants and shoes.
Exercise 2: Observing a Cube
1. What happens to the cube as you observe it?
The cube looks like it becomes three-dimensional.
2. How does observing feel as you do it?
I can feel myself concentrating on the cube and observing every angle of it. I also noticed that there is nothing. It just simple cube.
Exercise 3: Observation and Insight – Observing Cartoons
“New Software To Boost Your Productivity” Cartoon:
This is supposed to be software for computers, but the cartoon focus on Y2K. Y2K was supposed to be a omportant computer problem in the year 2000. People were speculating that computers were going to meet non easy problems because of the year change.
“Tree/ Barcode” Cartoon:
In this cartoon that there are barcodes on the trees, the rocks and the water. The only thing in my brain aware the meaning of this cartoon is that everything has value and for sale. It's not free anymore.
“What Do You See” Cartoon
this cartoon shows how different people (or animals in this case) see things differently:
-The solider sees acres available for war games.
-The realtor sees acres available for commercial and or industrial building.
-The artist sees the beauty of the land and wishes to paint the scenery
-the deer sees home.
Exercise 4: Reading: “Look at Your Fish”:
1. Why did Agassiz keep saying “Look at your fish”? What was he trying to teach Scudder?
Because Agassiz kept saying to look at the fish was because he wanted Scudder to really concentrate and take his time in observing the fish. He was trying to teach him that sometimes when you observe something, you judge or conclude too fast and you may miss some observations.
2. How would you describe the stages in Scudder’s process of looking? What happened at each stage?
Because each stage of Scudder’s process of looking at the fish forced him to concentrate and focus more as each stage progressed. I also think that at the beginning of each stage, he became frustrated as he thought there was nothing more to observe.
3. How did Scudder change personally in the course of his “trial”?
Because Scudder changed by now realizing he needs to take his time to pay attention to the details of what he is observing.
4. Explain why you think Agassiz’s method of teaching was either effective or wasteful.
Because Agassiz’s method of teaching was effective in this story. Scudder has to go through the process of observation and all the stages in order to make him a better observer. Scudder was able to go through the motions of this trial himself, knowing after each stage there was something more to be seen. Scudder learned to take his time and look with his eyes in search for detail.
There is a picture of four men standing in front of a large white tent. The tallest man, who is standing in the middle of three shoty with his arms out to either side, is very tall and skinny.. He is wearing a black hat, black buttoned jacket with a white shirt and black tie, wearing black shorts, black tights and black shoes. All whole black outfit.Then there are two men on either side of this tall man. Each man is standing underneath the tall man’s arms. These two short men are short and appear identical. They both look like they are dressed as matadors, also wearing black hats with silver trim and dangling silver circles. One hat has a feather attached, while the other has 2 pom-pom balls. The shortest man appears to be a dwarf, or little person. He is standing to the left side and a little in front of the tall man. The little person is wearing a tall black hat, with a white shirt and tie, a pianist jacket, black pants and shoes.
Exercise 2: Observing a Cube
1. What happens to the cube as you observe it?
The cube looks like it becomes three-dimensional.
2. How does observing feel as you do it?
I can feel myself concentrating on the cube and observing every angle of it. I also noticed that there is nothing. It just simple cube.
Exercise 3: Observation and Insight – Observing Cartoons
“New Software To Boost Your Productivity” Cartoon:
This is supposed to be software for computers, but the cartoon focus on Y2K. Y2K was supposed to be a omportant computer problem in the year 2000. People were speculating that computers were going to meet non easy problems because of the year change.
“Tree/ Barcode” Cartoon:
In this cartoon that there are barcodes on the trees, the rocks and the water. The only thing in my brain aware the meaning of this cartoon is that everything has value and for sale. It's not free anymore.
“What Do You See” Cartoon
this cartoon shows how different people (or animals in this case) see things differently:
-The solider sees acres available for war games.
-The realtor sees acres available for commercial and or industrial building.
-The artist sees the beauty of the land and wishes to paint the scenery
-the deer sees home.
Exercise 4: Reading: “Look at Your Fish”:
1. Why did Agassiz keep saying “Look at your fish”? What was he trying to teach Scudder?
Because Agassiz kept saying to look at the fish was because he wanted Scudder to really concentrate and take his time in observing the fish. He was trying to teach him that sometimes when you observe something, you judge or conclude too fast and you may miss some observations.
2. How would you describe the stages in Scudder’s process of looking? What happened at each stage?
Because each stage of Scudder’s process of looking at the fish forced him to concentrate and focus more as each stage progressed. I also think that at the beginning of each stage, he became frustrated as he thought there was nothing more to observe.
3. How did Scudder change personally in the course of his “trial”?
Because Scudder changed by now realizing he needs to take his time to pay attention to the details of what he is observing.
4. Explain why you think Agassiz’s method of teaching was either effective or wasteful.
Because Agassiz’s method of teaching was effective in this story. Scudder has to go through the process of observation and all the stages in order to make him a better observer. Scudder was able to go through the motions of this trial himself, knowing after each stage there was something more to be seen. Scudder learned to take his time and look with his eyes in search for detail.
Sunday, February 8, 2009
Journal Entry
When I recieve my book,I started reading. I'll start my assignments. In chapter 2 in Critical Reading for College and Beyond was about the importance of Vocabulary and how vital it is for our education and professional futures. I want to to expand my vocabulary and know how to express my thoughts through words, I'll be able to learn new words and use it my real life.
Saturday, January 31, 2009
Where do you stand with regard to critical thinking?
FEET: What do I stand for as a foundation of critical thinking?
I stand on my own idea, knowledge, and experience and imagine. These are my foundation of thinking. I will apply my foundations for appropriate with each topic I think in order to create the best story.
STOMACH: What upsets me about critical thinking?
I upset my thinking will not make sense or stupid story particular when I can’t understand purpose of topic I must think. I don’t want reader misunderstand my idea so I must try to use simple word to make them easy understand my purpose.
HEART: What do I love about critical thinking?
I love to spread my idea and attitude in writing. It’s a freedom for me to show what I think and my purpose to make everyone know about it.
HANDS: What do I feel about critical thinking?
I feel awesome when I think something and audience interest it. I create everything I can think and it makes me feel satisfy with my thinking. I can create my own idea communicate tool to show everyone. Critical thinking was important part of human history. Human culture can’t create without writing. It was the beginning of human civilisation.
EARS: What do I hear about critical thinking?
I hear the idea directly and indirectly from critical thinking forms surrounding me. Every idea I can aware purpose of critical thinking from different attitude of audiences voice.
EYES: What do I see about critical thinking?
I can see the important part of people ideas. Every idea came from vary people thinking. It told us about story, idea, and imagine from people from the past to present. It indicated what we are and where we come from include good side and bad side of all human ideas and experiences.
BRAIN: What do I think about critical thinking?
It was the most essential human being element. The ultimate tools distinguish between human and animal. Human can’t live without thinking. We can create idea by mix the reason fact and imagine fiction to create the innovation thinking.
I stand on my own idea, knowledge, and experience and imagine. These are my foundation of thinking. I will apply my foundations for appropriate with each topic I think in order to create the best story.
STOMACH: What upsets me about critical thinking?
I upset my thinking will not make sense or stupid story particular when I can’t understand purpose of topic I must think. I don’t want reader misunderstand my idea so I must try to use simple word to make them easy understand my purpose.
HEART: What do I love about critical thinking?
I love to spread my idea and attitude in writing. It’s a freedom for me to show what I think and my purpose to make everyone know about it.
HANDS: What do I feel about critical thinking?
I feel awesome when I think something and audience interest it. I create everything I can think and it makes me feel satisfy with my thinking. I can create my own idea communicate tool to show everyone. Critical thinking was important part of human history. Human culture can’t create without writing. It was the beginning of human civilisation.
EARS: What do I hear about critical thinking?
I hear the idea directly and indirectly from critical thinking forms surrounding me. Every idea I can aware purpose of critical thinking from different attitude of audiences voice.
EYES: What do I see about critical thinking?
I can see the important part of people ideas. Every idea came from vary people thinking. It told us about story, idea, and imagine from people from the past to present. It indicated what we are and where we come from include good side and bad side of all human ideas and experiences.
BRAIN: What do I think about critical thinking?
It was the most essential human being element. The ultimate tools distinguish between human and animal. Human can’t live without thinking. We can create idea by mix the reason fact and imagine fiction to create the innovation thinking.
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