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.
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