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.
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