What is a Critical Thinker? Are you a Critical Thinker?
In reviewing the books, “Thinking for Yourself” and “Critical Reading for College and Beyond,” which were used for this class, I would say that critical thinking has a longer, more complicated meaning than most think. There are many different parts to the meaning of a critical thinker. In the book, “Thinking for Yourself,” critical thinking is defined as bringing conscious awareness, skills, and standards to the process of observing, analyzing, reasoning, evaluating, reading, and communicating. There are a few standards of critical thinking outlined in this book as well. Those standards are clarity, completeness, precision, soundness, accuracy, reliability, relevance and fairness.
In this class, I would say that one part to critical thinking that stood out for me is to have an open mind and to allow your mind to think for yourself. Critical thinking to me is about analyzing what you read or hear. It is about asking questions and not just taking what you read or hear at face value. Critical thinking is the ability to combine your current knowledge to some new knowledge that was learned and make something new from it; like a new conclusion or your own conclusion. When you are an active critical thinker, you must be able to tell the difference between opinions and facts. You need to understand when inferences are being made as opposed to facts being told. I believe as a critical thinker, you should be able to listen to many different viewpoints and have an open mind and respect for those viewpoints, especially those different from your own. I think part of being a critical thinker is realizing that there are many different viewpoints in the world and having insight to those is powerful. Knowledge is power I believe.
When you are thinking critically, you should be able analyzing, synthesize, and evaluate information that you read or hear. When making arguments, you need to be able to think critically. A good argument is clear and truthful. It does not include fallacies and the voice of your argument should be soothing and smooth. When arguing a position you should be fair and address your opposition. In critical thinking you should use inductive or deductive reasoning. When providing information to others, you should make sure that you also provide enough supporting details/ supporting evidence.
Being a critical thinker is about having an open mind, understanding other viewpoints, asking questions, checking information for accuracy and completeness. You should make sure your sources are reliable and sound. Being a critical thinker is about being fair to others and fair to the information you read or hear or provide. Critical thinking is about being honest. It is not about being fallacious, although you must be able to detect fallacies. Fallacies are one aspect of critical thinking that was intriguing to me. I never knew there were so many fallacies out there. And the tricky part of a lot of fallacies is they are so easy to use without even realizing it. That is why part of critical thinking is having an open and conscious mind. You need to be aware of what is going on around you and in what you are reading.
I believe that after taking this course, I am well on my way to being a better critical thinker. I think that in taking this course, it helped to me be more aware of my inner critical thinker. And that is part of what critical thinking is about, in my opinion, is being more aware. I think some aspects of critical thinking may require more focus from me than others; for example, the ability to recognize inferences and assumptions as just that and not as facts. I think that is a tricky thing to do. I think that it is so easy to hear or read something, and because of previous knowledge, making an inference or assumption and taking that as fact. I think from here on out, I will try to be a better critical thinker. I will try to strengthen my critical thinking skills. I thought this class was very useful for each individual’s lives, if you take the information learned and apply it to your daily lives. And that is what I intend to do.
Saturday, May 2, 2009
Saturday, April 11, 2009
Journal Entry
I am done with reading both books, Thinking For Yourself and Critical Reading for College and Beyond, which are the two books for this semester of English 75 - Critical Thinking. I am now going to take some time to reflect on this semester and all the reading I have done. I want to reflect on everything before I write about what I have learned this semester. Stay tuned....
CRCB - Chapter 11 - Reading, Understanding and Creating Visual Aids Exercise
CRCB - Chapter 11: Reading, Understanding, and Creating Visual Aids Exercise
Exercise 11J - Outlines - Page 368:
Use this textbook’s table of contents to answer the following questions.
1. What information is being presented in this outline?
This outline is the table of contents for this book. There is a note to the instructor, to the student and then for each chapter, this outline shows the title of the chapter and then subtitles for sections throughout each chapter, including post tests and chapter summaries.
2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”
Two topics covered in Chapter 4 of this book are: Speed-Reading and Critical Reading.
Exercise 11J - Outlines - Page 368:
Use this textbook’s table of contents to answer the following questions.
1. What information is being presented in this outline?
This outline is the table of contents for this book. There is a note to the instructor, to the student and then for each chapter, this outline shows the title of the chapter and then subtitles for sections throughout each chapter, including post tests and chapter summaries.
2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”
Two topics covered in Chapter 4 of this book are: Speed-Reading and Critical Reading.
CRCB - Chapter 11 - Reading, Understanding and Creating Visual Aids Summary
CRCB - Chapter 11: Reading, Understanding, and Creating Visual Aids Summary
This chapter 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, and free-form drawings are done by hand to help you understand something better. Throughout all my school years, I have had experience dealing with all these types of visual aids, but this semester I would have to say is the most I have ever spent on mind maps. I have really learned how to make use of mind maps. They can be useful in so many ways and I am sure I will continue to use them where and when I see fit with other subjects besides English.
This chapter 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, and free-form drawings are done by hand to help you understand something better. Throughout all my school years, I have had experience dealing with all these types of visual aids, but this semester I would have to say is the most I have ever spent on mind maps. I have really learned how to make use of mind maps. They can be useful in so many ways and I am sure I will continue to use them where and when I see fit with other subjects besides English.
CRCB - Chapter 1 - Reading in College Exercise
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
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
CRCB - Chapter 1 - Reading in College Summary
CRCB: Chapter 1 - Reading in College Summary
This chapter is all about reading, 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. 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, like TV, loud music, phone calls and unexpected visitors.
I learned in this chapter that there are ways to improve your concentration level and block out those distracters. First you need to recognize what your concentration level is at. You should read for a certain length of time and mark down whenever you get distracted. This way you know how often distractions get in your way of reading. Then you must create an ideal study environment. This means, make sure you have all necessary study materials, avoid reading in social areas of your home, don’t read in bed and turn off the TV. You need to have a positive mental attitude while studying. Something that I want to try is reading the most difficult or least familiar material first. I find myself always doing the opposite and then it is super hard for me to read the harder or least favored material last. I think this technique would help me out a lot in my studying. Another technique I liked that was mentioned in this chapter is to have a journal and to use that as a “worry pad.” I find myself mostly distracted with internal thoughts. I think the idea of having a journal to jot down anything on my mind will free up my thoughts and allow myself to concentrate more on what I am reading or studying. Another technique mentioned in this chapter to help your concentration level is to write a letter. It is similar to having a journal, but this is for if something is bothering you. I like this idea too. It allows you to release whatever is bothering you in writing and then you can get back to studying.
In this chapter, we also learned about different the different learning styles. I think most of us have already heard about these learning styles and probably already have a good idea of which ways we ourselves learn. These types are auditory, visual and kinesthetic. I think for myself, I am a little bit of each learning style. I think the way I learn is in steps. First I like to listen and watch and then I like to do what I am learning. If I learn this way, I feel I am set up for success.
This chapter is all about reading, 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. 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, like TV, loud music, phone calls and unexpected visitors.
I learned in this chapter that there are ways to improve your concentration level and block out those distracters. First you need to recognize what your concentration level is at. You should read for a certain length of time and mark down whenever you get distracted. This way you know how often distractions get in your way of reading. Then you must create an ideal study environment. This means, make sure you have all necessary study materials, avoid reading in social areas of your home, don’t read in bed and turn off the TV. You need to have a positive mental attitude while studying. Something that I want to try is reading the most difficult or least familiar material first. I find myself always doing the opposite and then it is super hard for me to read the harder or least favored material last. I think this technique would help me out a lot in my studying. Another technique I liked that was mentioned in this chapter is to have a journal and to use that as a “worry pad.” I find myself mostly distracted with internal thoughts. I think the idea of having a journal to jot down anything on my mind will free up my thoughts and allow myself to concentrate more on what I am reading or studying. Another technique mentioned in this chapter to help your concentration level is to write a letter. It is similar to having a journal, but this is for if something is bothering you. I like this idea too. It allows you to release whatever is bothering you in writing and then you can get back to studying.
In this chapter, we also learned about different the different learning styles. I think most of us have already heard about these learning styles and probably already have a good idea of which ways we ourselves learn. These types are auditory, visual and kinesthetic. I think for myself, I am a little bit of each learning style. I think the way I learn is in steps. First I like to listen and watch and then I like to do what I am learning. If I learn this way, I feel I am set up for success.
Tuesday, April 7, 2009
TFY - Chapter 12 Deductive Reasoning Exercise
“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 act or process of deducting; subtraction (dictionary.com)
2. Noun – that which is deducted; that which is subtracted or removed (wiktionary.com)
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.
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 act or process of deducting; subtraction (dictionary.com)
2. Noun – that which is deducted; that which is subtracted or removed (wiktionary.com)
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
“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. I learned in this chapter there are some key terms I must understand in order to understand the basics of logic. The terms I need to understand are: argument, reasoning, syllogism, premise (major and minor), conclusion, validity, and soundness. From previous chapters, and this one, I learned that an argument can be both inductive and deductive and can be valid even if the premises are not true. I previously also learned that 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. Your 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. I have learned that this term clarifies the claims or premises, helps you to discover and expose hidden premises, and helps to find out if one thought follows another thought logically.
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. I learned in this chapter there are some key terms I must understand in order to understand the basics of logic. The terms I need to understand are: argument, reasoning, syllogism, premise (major and minor), conclusion, validity, and soundness. From previous chapters, and this one, I learned that an argument can be both inductive and deductive and can be valid even if the premises are not true. I previously also learned that 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. Your 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. I have learned that this term clarifies the claims or premises, helps you to discover and expose hidden premises, and helps to find out if one thought follows another thought logically.
Tuesday, March 31, 2009
TFY - Chapter 11 - Inductive Reasoning & Fallacies Exercise
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!
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!
Tuesday, March 24, 2009
Journal Entry
I am working hard from here on out ('till the end of the semester) to get ahead in my homework. I really want to be able to focus on all the finals at the end of semester. I don't want to be stressed and worried about getting all my assignments completed. I think so far so good. I am a couple weeks ahead in the assignments right now. If I keep it up, I should be on track.
CRCB - Chapter 8 - Textbook Methods of Organization Exercise
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.
Eating Too Much Red Meat May Shorten Life
Major Study Finds an Effect, but Critics Say Meat Offers Important Nutrients
By Amanda Gardner
HealthDay Reporter
Mar. 23
MONDAY, March 23 (HealthDay News) -- Diets high in red meat and in processed meat shorten life span not just from cancer and heart disease but from Alzheimer's, stomach ulcers and an array of other conditions as well, a U.S. National Cancer Institute study has found.
In fact, reducing meat consumption to the amount eaten by the bottom 20 percent seen in the study would save 11 percent of men's lives and 16 percent of women's, according to the study.
"The consumption of red meat was associated with a modest increase in total mortality," said Rashmi Sinha, lead author of the study in the March 23 issue of Archives of Internal Medicine.
"This fits together with the findings of the American Institute for Cancer Research and the World Cancer Research Fund and the American Cancer Society, which recommend limiting the consumption of red meat," added Sinha, who is a senior investigator with the nutrition epidemiological branch in the cancer epidemiology and genetics division at the Cancer Institute. "This is something new in the sense of mortality."
Previous studies of red meat had mostly found an association with cancer incidence. The authors pointed out that many pooled studies had been conducted by vegetarian groups.
Last year, U.S. National Cancer Institute researchers reported that a quarter-pound hamburger or a small pork chop eaten daily could put you at increased risk for a variety of cancers. The message from the latest study echoes that finding: The more red meat and processed meat you eat, the greater your risk for dying of cancer.
But the American Meat Institute objected to the conclusion, saying in a statement that the study relied on "notoriously unreliable self-reporting about what was eaten in the preceding five years. This imprecise approach is like relying on consumers' personal characterization of their driving habits in prior years in determining their likelihood of having an accident in the future."
"Meat is an excellent source of zinc, iron, B12 and other essential vitamins and minerals," the statement continued. "The U.S. Dietary Guidelines say to eat a balanced diet that includes lean meat. In this way, you derive a wide array of nutrients from many different sources. It's the best return on a nutritional investment you can get."
How Much Red Meat is Healthy?
Dr. Michael Thun, vice president emeritus of epidemiology and surveillance research at the American Cancer Society, however, said the study's findings "support previous studies and also support the American Cancer Society nutrition guidelines."
Those guidelines include choosing fish, poultry or beans instead of beef, pork and lamb; choosing leaner cuts of meat; and baking, broiling or poaching meat rather than frying or charbroiling it.
For the study, the researchers looked at what more than a half-million people, ages 50 to 71, were eating over the span of a decade. Participants tended to be white and educated with fewer smokers and more vegetable-and-fruit eaters than in the general population. During that time, more than 71,000 people died.
Men and women eating the highest amount of red meat were found to have a 31 percent and 36 percent, respectively, higher risk of dying from any cause than those eating the least amount.
Women eating the most processed meat were 25 percent more likely to die early than those eating the least of this type of meat, while men had a 16 percent increased risk, the study found.
Causes of death for those in the study included diabetes, Alzheimer's disease, ulcers, pneumonia, influenza, liver disease, HIV, tuberculosis, chronic obstructive pulmonary disease and more.
Dying from cancer also was more likely among those eating the most red meat: 22 percent higher for men, 20 percent for women. The risk for death from cancer increased 12 percent for men and 11 percent for women who ate the greatest amount of processed meat.
Similarly, the risk of dying from cardiovascular disease was higher by 27 percent for men and 50 percent for women; for processed red meat, the risk was 9 percent higher for men and 38 percent higher for women.
However, people who ate the most white meat showed a lower risk of dying.
The authors also noted a 24 percent higher risk of dying from heart problems among men who had never smoked and who ate more white meat. Women faced a 20 percent higher risk.
Does Red Meat Give You Cancer?
Meat contains many carcinogens as well as saturated fat, which might explain the increased mortality risk, the authors stated.
Dr. Jay Brooks, chairman of hematology/oncology at Ochsner Health System in Baton Rouge, La., described the study's findings as "provocative."
"The question is how much of it is the meat and how much is the extra calories," Brooks said. "Calories per se are a strong determinant for death from cancer and heart disease. This should make us think about our calorie intake."
More information
The American Dietetic Association has more on healthy eating.
SOURCES: Rashmi Sinha, Ph.D., senior investigator, nutrition epidemiological branch, division of cancer epidemiology and genetics, U.S. National Cancer Institute, Bethesda, Md.; Michael Thun, M.D., vice president emeritus, epidemiology and surveillance research, American Cancer Society, Atlanta; Jay Brooks, M.D., chairman, hematology/oncology, Ochsner Health System, Baton Rouge, La.; March 23, 2009, statement, American Meat Institute, Washington, D.C.; March 23, 2009, Archives of Internal Medicine
Copyright 2009 HealthDayNews, Inc. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
Copyright © 2009 ABC News Internet Ventures
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.
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.
Eating Too Much Red Meat May Shorten Life
Major Study Finds an Effect, but Critics Say Meat Offers Important Nutrients
By Amanda Gardner
HealthDay Reporter
Mar. 23
MONDAY, March 23 (HealthDay News) -- Diets high in red meat and in processed meat shorten life span not just from cancer and heart disease but from Alzheimer's, stomach ulcers and an array of other conditions as well, a U.S. National Cancer Institute study has found.
In fact, reducing meat consumption to the amount eaten by the bottom 20 percent seen in the study would save 11 percent of men's lives and 16 percent of women's, according to the study.
"The consumption of red meat was associated with a modest increase in total mortality," said Rashmi Sinha, lead author of the study in the March 23 issue of Archives of Internal Medicine.
"This fits together with the findings of the American Institute for Cancer Research and the World Cancer Research Fund and the American Cancer Society, which recommend limiting the consumption of red meat," added Sinha, who is a senior investigator with the nutrition epidemiological branch in the cancer epidemiology and genetics division at the Cancer Institute. "This is something new in the sense of mortality."
Previous studies of red meat had mostly found an association with cancer incidence. The authors pointed out that many pooled studies had been conducted by vegetarian groups.
Last year, U.S. National Cancer Institute researchers reported that a quarter-pound hamburger or a small pork chop eaten daily could put you at increased risk for a variety of cancers. The message from the latest study echoes that finding: The more red meat and processed meat you eat, the greater your risk for dying of cancer.
But the American Meat Institute objected to the conclusion, saying in a statement that the study relied on "notoriously unreliable self-reporting about what was eaten in the preceding five years. This imprecise approach is like relying on consumers' personal characterization of their driving habits in prior years in determining their likelihood of having an accident in the future."
"Meat is an excellent source of zinc, iron, B12 and other essential vitamins and minerals," the statement continued. "The U.S. Dietary Guidelines say to eat a balanced diet that includes lean meat. In this way, you derive a wide array of nutrients from many different sources. It's the best return on a nutritional investment you can get."
How Much Red Meat is Healthy?
Dr. Michael Thun, vice president emeritus of epidemiology and surveillance research at the American Cancer Society, however, said the study's findings "support previous studies and also support the American Cancer Society nutrition guidelines."
Those guidelines include choosing fish, poultry or beans instead of beef, pork and lamb; choosing leaner cuts of meat; and baking, broiling or poaching meat rather than frying or charbroiling it.
For the study, the researchers looked at what more than a half-million people, ages 50 to 71, were eating over the span of a decade. Participants tended to be white and educated with fewer smokers and more vegetable-and-fruit eaters than in the general population. During that time, more than 71,000 people died.
Men and women eating the highest amount of red meat were found to have a 31 percent and 36 percent, respectively, higher risk of dying from any cause than those eating the least amount.
Women eating the most processed meat were 25 percent more likely to die early than those eating the least of this type of meat, while men had a 16 percent increased risk, the study found.
Causes of death for those in the study included diabetes, Alzheimer's disease, ulcers, pneumonia, influenza, liver disease, HIV, tuberculosis, chronic obstructive pulmonary disease and more.
Dying from cancer also was more likely among those eating the most red meat: 22 percent higher for men, 20 percent for women. The risk for death from cancer increased 12 percent for men and 11 percent for women who ate the greatest amount of processed meat.
Similarly, the risk of dying from cardiovascular disease was higher by 27 percent for men and 50 percent for women; for processed red meat, the risk was 9 percent higher for men and 38 percent higher for women.
However, people who ate the most white meat showed a lower risk of dying.
The authors also noted a 24 percent higher risk of dying from heart problems among men who had never smoked and who ate more white meat. Women faced a 20 percent higher risk.
Does Red Meat Give You Cancer?
Meat contains many carcinogens as well as saturated fat, which might explain the increased mortality risk, the authors stated.
Dr. Jay Brooks, chairman of hematology/oncology at Ochsner Health System in Baton Rouge, La., described the study's findings as "provocative."
"The question is how much of it is the meat and how much is the extra calories," Brooks said. "Calories per se are a strong determinant for death from cancer and heart disease. This should make us think about our calorie intake."
More information
The American Dietetic Association has more on healthy eating.
SOURCES: Rashmi Sinha, Ph.D., senior investigator, nutrition epidemiological branch, division of cancer epidemiology and genetics, U.S. National Cancer Institute, Bethesda, Md.; Michael Thun, M.D., vice president emeritus, epidemiology and surveillance research, American Cancer Society, Atlanta; Jay Brooks, M.D., chairman, hematology/oncology, Ochsner Health System, Baton Rouge, La.; March 23, 2009, statement, American Meat Institute, Washington, D.C.; March 23, 2009, Archives of Internal Medicine
Copyright 2009 HealthDayNews, Inc. All rights reserved. This material may not be published, broadcast, rewritten or redistributed.
Copyright © 2009 ABC News Internet Ventures
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
CRCB – Chapter 8 Textbook Methods of Organization Summary
This chapter teaches the reader on 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. I learned 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. I think that when you are writing something, it goes without question; you must organize your material in some way. If you didn’t, a reader would not be able to follow what you were saying. I think that organizing your writing, at least for myself, is almost done unconsciously. I don’t even realize I am doing it. Or maybe it is just that when I am organizing my writing, I feel like it is second nature to me. Like I said, it is just something that has to be done.
This chapter teaches the reader on 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. I learned 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. I think that when you are writing something, it goes without question; you must organize your material in some way. If you didn’t, a reader would not be able to follow what you were saying. I think that organizing your writing, at least for myself, is almost done unconsciously. I don’t even realize I am doing it. Or maybe it is just that when I am organizing my writing, I feel like it is second nature to me. Like I said, it is just something that has to be done.
TFY - Chapter 10 Fallacies Exercise
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 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 with Mothers Against Drunk Driving
Diversion: Saying those people should be spending their time working with Alcoholics Anonymous
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
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 removing himself from the court case 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. Not really answering the question.
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 overseas
Diversion: John Snow talking about trade and the economy
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 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 with Mothers Against Drunk Driving
Diversion: Saying those people should be spending their time working with Alcoholics Anonymous
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
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 removing himself from the court case 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. Not really answering the question.
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 overseas
Diversion: John Snow talking about trade and the economy
TFY - Chapter 10 Fallacies Summary
TFY Chapter 10 – Fallacies Summary
In this chapter I learned some of the different types of fallacies that are made. These types are manipulated through language, emotion, and distraction. When using a fallacy to manipulate through language, the different ways to do so are through using vague or undefined words, using misleading euphemisms, or being prejudice. When using fallacy to manipulate through emotion, the different ways to do so are through appealing to fear, pity, to false authority, to the popular vote or again through prejudice. And when using fallacy to manipulate through distraction, the different ways of doing so are red herrings, pointing elsewhere to another wrong, but no admitting wrongdoing yourself. Also, misrepresenting an opponent’s viewpoint, pinpointing one issue and making it bigger than it really is, and repeating solutions; acting like the solution is actually reasoning. In reading some of the examples given in this chapter, it really got me thinking of how often fallacies appear before us. Sometimes they even appear without us realizing it. I 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. For some, including myself at times, that is a hard thing to do. So acting out or saying a fallacy is easier, although not right.
In this chapter I learned some of the different types of fallacies that are made. These types are manipulated through language, emotion, and distraction. When using a fallacy to manipulate through language, the different ways to do so are through using vague or undefined words, using misleading euphemisms, or being prejudice. When using fallacy to manipulate through emotion, the different ways to do so are through appealing to fear, pity, to false authority, to the popular vote or again through prejudice. And when using fallacy to manipulate through distraction, the different ways of doing so are red herrings, pointing elsewhere to another wrong, but no admitting wrongdoing yourself. Also, misrepresenting an opponent’s viewpoint, pinpointing one issue and making it bigger than it really is, and repeating solutions; acting like the solution is actually reasoning. In reading some of the examples given in this chapter, it really got me thinking of how often fallacies appear before us. Sometimes they even appear without us realizing it. I 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. For some, including myself at times, that is a hard thing to do. So acting out or saying a fallacy is easier, although not right.
Saturday, March 21, 2009
Journal Entry
Well, spring break is almost over and I am trying to get back in the groove of school work. It has been a nice break, but now I want to try to get some work done. I want to try to get ahead a little bit in my homework. I think it will relieve some stress around the time of finals.
CRCB - Chapter 12 - Identifying and Evaluating Arguments Exercise
“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.
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.
CRCB - Chapter 12 - Identifying and Evaluating Arguments Summary
“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. I also learned there are two main types of arguments. 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. All of these fallacies can lead to error in the reasoning of an argument. They can cause you to limit your answers to a problem, have too weak of supporting reason to too broad of a conclusion. They can cause or consist of author assumption, reader distraction or exclude the proper reasoning. Reading this chapter was interesting to me. I feel that I learned some helpful tips on how to evaluate arguments. Especially some ways that an author of an article would try to “trick” me into believing what they want without properly making up my own mind.
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. I also learned there are two main types of arguments. 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. All of these fallacies can lead to error in the reasoning of an argument. They can cause you to limit your answers to a problem, have too weak of supporting reason to too broad of a conclusion. They can cause or consist of author assumption, reader distraction or exclude the proper reasoning. Reading this chapter was interesting to me. I feel that I learned some helpful tips on how to evaluate arguments. Especially some ways that an author of an article would try to “trick” me into believing what they want without properly making up my own mind.
TFY: Chapter 9 - Argument Exercise
“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 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: 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
Question: How can we get rid of ATM fees?
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 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: 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
Question: How can we get rid of ATM fees?
TFY: Chapter 9 - Argument Sumamry
“TFY” - Chapter 9 - Argument - Summary
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? And 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. I also learned to look for hidden assumptions, words that show prejudice, fallacies in the reasoning, missing definitions or facts, and any false or contradictory information. After analyzing all this, you should be able to accept, reject or suspend judgment of the argument trying to be made. I think that this chapter puts into words what I mostly already do when it comes to argument. I like to think that I have an open mind and try not to judge before I hear someone’s side to the story. Although, sometimes it is hard not to judge, like when you hear stuff in the media. I know for me, when something is said on the news for example, I make my judgments off of that. I should probably not do that and do some more research on certain topics.
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? And 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. I also learned to look for hidden assumptions, words that show prejudice, fallacies in the reasoning, missing definitions or facts, and any false or contradictory information. After analyzing all this, you should be able to accept, reject or suspend judgment of the argument trying to be made. I think that this chapter puts into words what I mostly already do when it comes to argument. I like to think that I have an open mind and try not to judge before I hear someone’s side to the story. Although, sometimes it is hard not to judge, like when you hear stuff in the media. I know for me, when something is said on the news for example, I make my judgments off of that. I should probably not do that and do some more research on certain topics.
Sunday, March 8, 2009
Journal Entry
I really enjoyed reading the chapter on Managing Your Reading Time today. I think this chapter will be very useful to me. I often find that it is hard for me to comprehend some of the textbooks I read. Hopefully some of the strategies I learned throughout this chapter will help me to better understand what I am reading. I cannot wait to test them out. I also am looking forward to seeing what my average reading speed per hour is in certain subjects.
CRCB - Chapter 4: Managing Your Reading Time Exercises
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 currently don’t really have any reading strategies. I just know that I need a quiet space to read textbook material and sometimes I need to read the material out loud to myself. I sometimes do have difficulty comprehending the material I read. When I am uninterested in what I am reading, it is hard for me to focus on it. Also, I notice in my medical textbooks, sometimes those are hard to follow because of their level of difficulty. I do have a goal in all of my classes to get an A. No matter what the 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 would say that I currently utilize subvocalizing and pacing to help myself comprehend what I am reading. Still sometimes I find it hard to understand what I am reading.
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 currently don’t really have any reading strategies. I just know that I need a quiet space to read textbook material and sometimes I need to read the material out loud to myself. I sometimes do have difficulty comprehending the material I read. When I am uninterested in what I am reading, it is hard for me to focus on it. Also, I notice in my medical textbooks, sometimes those are hard to follow because of their level of difficulty. I do have a goal in all of my classes to get an A. No matter what the 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 would say that I currently utilize subvocalizing and pacing to help myself comprehend what I am reading. Still sometimes I find it hard to understand what I am reading.
CRCB - Chapter 4: Managing Your Reading Time Summary
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, while 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. Some different strategies I learned in this chapter are pacing, skimming, subvocalizing, and rereading. I already utilize pacing and reading aloud, but I will try some of the other strategies as well. I am also interested to find out what my average reading rate is for each subject. I will test this too. Also in this chapter, we learned how to make charts to help us better utilize our time for studying. I do have a “homework notebook” now that I write my weekly assignments in. I will try to also make a general study schedule as well. I think then I can visually see what I am doing at all times throughout the school week.
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, while 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. Some different strategies I learned in this chapter are pacing, skimming, subvocalizing, and rereading. I already utilize pacing and reading aloud, but I will try some of the other strategies as well. I am also interested to find out what my average reading rate is for each subject. I will test this too. Also in this chapter, we learned how to make charts to help us better utilize our time for studying. I do have a “homework notebook” now that I write my weekly assignments in. I will try to also make a general study schedule as well. I think then I can visually see what I am doing at all times throughout the school week.
Sunday, March 1, 2009
Journal Entry
After reading the chapter on how to evaluate websites... I think I am going to try to use the outlines steps more. Prior to reading this chapter I did know that every website is not a good source of information. But now after reading the steps of how to evaluate websites, I can use that tool to weed out the not so good sites.
CRCB - Chapter 14: Evaluating Internet Resources Exercise
“CRCB”: 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.
I am not sure how I feel about this site using the criteria presented in step 4. It is obvious to me that this website is mostly a sales site. There is a price list on how much different clones cost, and an online order form. That seems a little strange to me. 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. I may take it into consideration if I was to do research on this subject, but I also would definitely look at other sites as well.
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.
I am not sure how I feel about this site using the criteria presented in step 4. It is obvious to me that this website is mostly a sales site. There is a price list on how much different clones cost, and an online order form. That seems a little strange to me. 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. I may take it into consideration if I was to do research on this subject, but I also would definitely look at other sites as well.
CRCB - Chapter 14: Evaluating Internet Resources - Summary
“CRCB”: 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. I think that I do evaluate websites when I use them, but maybe more subconsciously. I don’t think that before reading this chapter I realized how much goes into evaluating a website or how important it really is.
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. I think that I do evaluate websites when I use them, but maybe more subconsciously. I don’t think that before reading this chapter I realized how much goes into evaluating a website or how important it really is.
Tuesday, February 24, 2009
TFY - Chapter 7 - Evaluations - Exercise
“TFY”: Chapter 7 – Evaluations – Exercise
Exercise – Page 201 – Expectations Influence Evaluation:
1. Neither the liquid nor the taste buds of the person changed. How can you explain what happened?
The person was expecting to drink orange juice. His mind and taste buds were expecting the taste of orange juice, so when it was not OJ, he immediately thought that it was bad OJ. He did not assume it may be another flavor of juice.
2. What information was missing in the first evaluation?
The man did not look to see if the orange container in the freezer was actually orange juice. He just assumed it was due to the container being orange in color.
3. Describe an instance in which expectations influenced your perceptions and evaluations.
I have had a similar experience to this one regarding beverages. I once was expecting to drink 7-Up, when the cup really contained water. It was a very surprising shock to get plain water when my mind and taste buds were expecting carbonation.
Exercise – Page 202 – Word Connotations:
1. Show how the connotations of the following words differ by writing a plus or minus beside each word that carries either a positive or a negative connotation. Then answer the questions that follow either in writing or with your neighbor in class.
Girl + Guy + Dismissed - CEO + Alcoholic –
Chick + Dude + Kiss-Off - Boss + Dipso –
Slut - Stud + Abandoned - Honcho - Drunkard –
2. What kind of differences lie in the meanings of the words within each set of three?
I see that some sets of three have different words that are talking about the same thing, but have different meaning; some with bad meaning. For example, there is girl, chick and slut. I don’t really see girl or chick as being negative, but slut is a negative word. While other sets of three seem to hold the same meaning, just with the use of different words. For example, alcoholic, dipso and drunkard all mean pretty much the same thing and they are all negative words.
3. If you call me “a flake,” does that mean that I am, in fact, “a flake” or does it simply mean you see me in a negative light?
I think that it means you see me in a negative light. Saying someone is a flake is a matter of opinion. So that person has a negative opinion about you.
Exercise – Page 201 – Expectations Influence Evaluation:
1. Neither the liquid nor the taste buds of the person changed. How can you explain what happened?
The person was expecting to drink orange juice. His mind and taste buds were expecting the taste of orange juice, so when it was not OJ, he immediately thought that it was bad OJ. He did not assume it may be another flavor of juice.
2. What information was missing in the first evaluation?
The man did not look to see if the orange container in the freezer was actually orange juice. He just assumed it was due to the container being orange in color.
3. Describe an instance in which expectations influenced your perceptions and evaluations.
I have had a similar experience to this one regarding beverages. I once was expecting to drink 7-Up, when the cup really contained water. It was a very surprising shock to get plain water when my mind and taste buds were expecting carbonation.
Exercise – Page 202 – Word Connotations:
1. Show how the connotations of the following words differ by writing a plus or minus beside each word that carries either a positive or a negative connotation. Then answer the questions that follow either in writing or with your neighbor in class.
Girl + Guy + Dismissed - CEO + Alcoholic –
Chick + Dude + Kiss-Off - Boss + Dipso –
Slut - Stud + Abandoned - Honcho - Drunkard –
2. What kind of differences lie in the meanings of the words within each set of three?
I see that some sets of three have different words that are talking about the same thing, but have different meaning; some with bad meaning. For example, there is girl, chick and slut. I don’t really see girl or chick as being negative, but slut is a negative word. While other sets of three seem to hold the same meaning, just with the use of different words. For example, alcoholic, dipso and drunkard all mean pretty much the same thing and they are all negative words.
3. If you call me “a flake,” does that mean that I am, in fact, “a flake” or does it simply mean you see me in a negative light?
I think that it means you see me in a negative light. Saying someone is a flake is a matter of opinion. So that person has a negative opinion about you.
TFY - Chapter 7 - Evaluations - Summary
“TFY”: Chapter 7 – Evaluations – Summary
This chapter is all about evaluations. To evaluate something, you are examining, making an estimate on, determining the worth of, and/ or judging something. You need to be aware that sometimes it is possible to make a premature evaluation. You also need to be aware that evaluations are not facts. There are different situations that can sway our evaluation on something. Our own expectations can sway our evaluation as well as word connotation, and propaganda. I would say that word connotation and propaganda is something that you need to keep an eye out for when making your evaluations. These can easily sway you in a negative way. There are also skilled evaluations which, I think is more acceptable to listen to. An example would be to listen to a medical evaluation from a Doctor. What I gathered from this chapter is just to open my eyes to different situations or scenarios that could sway my evaluation in a negative manner. Before making any evaluations, I should examine everything completely and come up with my own evaluation; except for some skilled evaluations. With skilled evaluations, I think it would depend on the situation whether I would just listen immediately or take some time to consider what was said.
This chapter is all about evaluations. To evaluate something, you are examining, making an estimate on, determining the worth of, and/ or judging something. You need to be aware that sometimes it is possible to make a premature evaluation. You also need to be aware that evaluations are not facts. There are different situations that can sway our evaluation on something. Our own expectations can sway our evaluation as well as word connotation, and propaganda. I would say that word connotation and propaganda is something that you need to keep an eye out for when making your evaluations. These can easily sway you in a negative way. There are also skilled evaluations which, I think is more acceptable to listen to. An example would be to listen to a medical evaluation from a Doctor. What I gathered from this chapter is just to open my eyes to different situations or scenarios that could sway my evaluation in a negative manner. Before making any evaluations, I should examine everything completely and come up with my own evaluation; except for some skilled evaluations. With skilled evaluations, I think it would depend on the situation whether I would just listen immediately or take some time to consider what was said.
TFY - Chapter 6 - Opinions - Exercise
“TFY”: Chapter 6 – Opinions – Exercise
Exercise – Page 177 – Evaluating Opinions:
Rate the following opinions as:
A. An opinion I would accept and act on
B. Worthy of Consideration
C. I’d want another opinion
D. Forget It!
1. Your doctor says you need surgery immediately. A
2. A psychiatrist testifies in court that the defendant is not guilty by reason of insanity. B
3. The weather forecaster says it will rain tomorrow. B
4. Your attorney says you should sue your neighbor for damages. B
5. You want to rent an apartment but the neighbor next door says the landlord is a weirdo. C
6. Your best friend tells you your fiancée is tacky. D
7. Your English instructor says you don’t know how to think and should see a psychiatrist. D
8. Your astrologer tells you not to go on any long trips in May. D
9. The judge says you are guilty of driving under the influence of alcohol. A
10. An engineer says you can prevent your basement from flooding by blasting holes for drainage in your foundation. C
11. Your utility energy advisor says you can conserve energy by having your floors insulated. B
12. A Pentagon general advises bombing Mexico. D
Exercise – Page 177 – Evaluating Opinions:
Rate the following opinions as:
A. An opinion I would accept and act on
B. Worthy of Consideration
C. I’d want another opinion
D. Forget It!
1. Your doctor says you need surgery immediately. A
2. A psychiatrist testifies in court that the defendant is not guilty by reason of insanity. B
3. The weather forecaster says it will rain tomorrow. B
4. Your attorney says you should sue your neighbor for damages. B
5. You want to rent an apartment but the neighbor next door says the landlord is a weirdo. C
6. Your best friend tells you your fiancée is tacky. D
7. Your English instructor says you don’t know how to think and should see a psychiatrist. D
8. Your astrologer tells you not to go on any long trips in May. D
9. The judge says you are guilty of driving under the influence of alcohol. A
10. An engineer says you can prevent your basement from flooding by blasting holes for drainage in your foundation. C
11. Your utility energy advisor says you can conserve energy by having your floors insulated. B
12. A Pentagon general advises bombing Mexico. D
TFY - Chapter 6 - Opinions - Summary
“TFY”: Chapter 6 – Opinions – Summary
This chapter is all about opinions and the many types of them. Different types of opinions include judgments, advice, generalizations, personal preference and public sentiment. Making a judgment opinion would be saying that something is good or bad or right or wrong. When giving advice, you are telling someone something they should or should not do. When making a generalization, you are suggested something that can be taken for truth. Personal preferences are things you personally like or dislike. And public sentiments are normally taken by polling the public and finding their opinions. On top of having different types of opinions, there is also the determination if opinions are responsible or not. You find this out by recognizing whether the opinion you are hearing is from an expert’s judgment or an argument that is well supported; or whether the opinion is from a final legal judgment or an unsubstantiated belief. When hearing opinions, you should be careful not to confuse them with facts. And if a person is expressing an argument, then you need to make sure they have facts, evidence, other claims and reasoning to support their arguments. I never realized how many different types of opinions there really was. I thought an opinion was an opinion. So I enjoyed reading this chapter and learning from it.
This chapter is all about opinions and the many types of them. Different types of opinions include judgments, advice, generalizations, personal preference and public sentiment. Making a judgment opinion would be saying that something is good or bad or right or wrong. When giving advice, you are telling someone something they should or should not do. When making a generalization, you are suggested something that can be taken for truth. Personal preferences are things you personally like or dislike. And public sentiments are normally taken by polling the public and finding their opinions. On top of having different types of opinions, there is also the determination if opinions are responsible or not. You find this out by recognizing whether the opinion you are hearing is from an expert’s judgment or an argument that is well supported; or whether the opinion is from a final legal judgment or an unsubstantiated belief. When hearing opinions, you should be careful not to confuse them with facts. And if a person is expressing an argument, then you need to make sure they have facts, evidence, other claims and reasoning to support their arguments. I never realized how many different types of opinions there really was. I thought an opinion was an opinion. So I enjoyed reading this chapter and learning from it.
Tuesday, February 17, 2009
Journal Entry
Now that I have read quite a few chapters out of both books for this class, Thinking for Yourself and Critical Reading for College and Beyond, I can honestly say that I prefer the later of the two. CRCB is just easier for me to follow than TFY. Just a thought to share.
CRCB - Chapter 9 - PSR Strategies Exercise
“CRCB”: Chapter 9 – PSR Strategies Exercise
Learning Journal – Page 285:
In your journal, explain how you currently prepare to read a textbook chapter or other reading materials.
I don’t really do much to prepare for reading a chapter or other material. I guess the only thing I really do is make sure I am in a quieter area. A lot of times when I read it is hard for me to understand and comprehend what I am reading unless it is quiet. Other than that, I just read what needs to be read.
Learning Journal – Page 292:
Do you already preview your textbooks? In your own words, explain the procedure and the benefits of the previewing stage of reading as presented in this chapter. Then compare this process with what you already do before you read. Are there any parts of the previewing process presented here that you feel would not work for you? Why?
I currently do not preview chapters in my textbooks before reading them. The procedure for previewing your readings prior to actually reading them is first, to skim the reading to get an idea of what you are about to read. Next you would ask yourself some questions about the reading. You would do this so you are more engaged in your reading. You are looking for the answers to your questions while reading. Then you would predict what the text will be about. The purpose of this is to check to see what you may already know about the topic. I can see that if I were to preview readings prior to actually reading them, I may benefit by understanding what I am reading better. I don’t think predicting what the text will be about will help me in any way. I look at that as more of a waste of time. I do think asking questions and searching for answers would be beneficial.
Learning Journal – Page 285:
In your journal, explain how you currently prepare to read a textbook chapter or other reading materials.
I don’t really do much to prepare for reading a chapter or other material. I guess the only thing I really do is make sure I am in a quieter area. A lot of times when I read it is hard for me to understand and comprehend what I am reading unless it is quiet. Other than that, I just read what needs to be read.
Learning Journal – Page 292:
Do you already preview your textbooks? In your own words, explain the procedure and the benefits of the previewing stage of reading as presented in this chapter. Then compare this process with what you already do before you read. Are there any parts of the previewing process presented here that you feel would not work for you? Why?
I currently do not preview chapters in my textbooks before reading them. The procedure for previewing your readings prior to actually reading them is first, to skim the reading to get an idea of what you are about to read. Next you would ask yourself some questions about the reading. You would do this so you are more engaged in your reading. You are looking for the answers to your questions while reading. Then you would predict what the text will be about. The purpose of this is to check to see what you may already know about the topic. I can see that if I were to preview readings prior to actually reading them, I may benefit by understanding what I am reading better. I don’t think predicting what the text will be about will help me in any way. I look at that as more of a waste of time. I do think asking questions and searching for answers would be beneficial.
CRCB - Chapter 9 - PSR Strategies Summary
“CRCB”: Chapter 9 – PSR Strategies Summary
This chapter teaches the reader how the PSR method works when applied to your readings. PSR stands for Preview, Study-Read, and Review Strategies. The first step is to preview your reading. It is best if you skim your reading and develop some questions that you can ask yourself. Turn the headings or subheading into questions. This will make you more engaged in your reading. As you are reading you will be searching for the answers to your questions. Then you should be able to assess your understanding of what you just read. If there are any parts of the reading that are still unclear, you should have your questions answered. Maybe you will just need to re-read the part that is unclear to you. Or maybe you will need to ask your instructor or classmate for some help. It is very important to understand what you read though. Out of this chapter I learned some ways that can make me more engaged in my readings. I will try to ask myself some questions in my readings. Hopefully that will make me concentrate more on what I am reading. Sometimes I find it hard to stay focused on certain reading material. Maybe this will help.
This chapter teaches the reader how the PSR method works when applied to your readings. PSR stands for Preview, Study-Read, and Review Strategies. The first step is to preview your reading. It is best if you skim your reading and develop some questions that you can ask yourself. Turn the headings or subheading into questions. This will make you more engaged in your reading. As you are reading you will be searching for the answers to your questions. Then you should be able to assess your understanding of what you just read. If there are any parts of the reading that are still unclear, you should have your questions answered. Maybe you will just need to re-read the part that is unclear to you. Or maybe you will need to ask your instructor or classmate for some help. It is very important to understand what you read though. Out of this chapter I learned some ways that can make me more engaged in my readings. I will try to ask myself some questions in my readings. Hopefully that will make me concentrate more on what I am reading. Sometimes I find it hard to stay focused on certain reading material. Maybe this will help.
TFY - Chapter 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?
I would not say that I avoid talking about either religion or politics, but I do know that 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 extremely different views and beliefs.
2. At what points do you agree or disagree with the author’s line of reasoning in this essay?
I think this author tries to show how multiple historical figures have combined church and state. I see how it has worked for those people or in those times, but at the same time (as you will see in my next answer) I think church and state should be separate. This country is made of many different religions and all should be respected. This country is based on freedom, but then the government is going to rule based on Christianity. I don’t know, I see that as conflicting somehow.
3. How would you describe your own viewpoint on the issue of the separation of church and state?
I think that they should be separate. I know that is hard to do, 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, not religion. The people who run this country should be focus on doing so without bringing their religious beliefs into it. Like I said, I know this is hard to do, but I think whenever possible, church and state should be separate.
Reading: Why Can’t We Talk About Religion and Politics? – Page 235 – 237
1. Do you prefer to avoid talking about religion or politics?
I would not say that I avoid talking about either religion or politics, but I do know that 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 extremely different views and beliefs.
2. At what points do you agree or disagree with the author’s line of reasoning in this essay?
I think this author tries to show how multiple historical figures have combined church and state. I see how it has worked for those people or in those times, but at the same time (as you will see in my next answer) I think church and state should be separate. This country is made of many different religions and all should be respected. This country is based on freedom, but then the government is going to rule based on Christianity. I don’t know, I see that as conflicting somehow.
3. How would you describe your own viewpoint on the issue of the separation of church and state?
I think that they should be separate. I know that is hard to do, 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, not religion. The people who run this country should be focus on doing so without bringing their religious beliefs into it. Like I said, I know this is hard to do, but I think whenever possible, church and state should be separate.
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. There are figures shown in this chapter on The Left-to-Right Political Spectrum and The Two-Axis Model of Political Views. I think looking as this figures gives me a better idea as to how political views are divided up in this country. Something that was mentioned in this chapter that I thought was interesting that I never really thought about was how even the news portrays a person’s or group’s viewpoint. I never really thought of that until now. I also learned in this chapter the importance of understanding my own viewpoint and well as others. I think of myself as someone who has an open-mind and listens to others beliefs or points of view. And I agree that this is very important for communicating with others.
This chapter speaks of different viewpoints and being aware of them. The majority of this chapter focuses on the different viewpoints in politics. There are figures shown in this chapter on The Left-to-Right Political Spectrum and The Two-Axis Model of Political Views. I think looking as this figures gives me a better idea as to how political views are divided up in this country. Something that was mentioned in this chapter that I thought was interesting that I never really thought about was how even the news portrays a person’s or group’s viewpoint. I never really thought of that until now. I also learned in this chapter the importance of understanding my own viewpoint and well as others. I think of myself as someone who has an open-mind and listens to others beliefs or points of view. And I agree that this is very important for communicating with others.
Tuesday, February 10, 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?
To be honest, I don’t know much about the correct ways to do textbook marking. When I highlight in a book, I seem to over-highlight the page. I see no purpose in doing that because it doesn’t point out important notes or topics. By over-highlighting, I get confused and feel as though I may as well just read the whole page. I prefer to take notes as opposed to doing any textbook marking. Maybe after reading this chapter and learning how to properly mark a textbook, I will feel different.
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?
To be honest, I don’t know much about the correct ways to do textbook marking. When I highlight in a book, I seem to over-highlight the page. I see no purpose in doing that because it doesn’t point out important notes or topics. By over-highlighting, I get confused and feel as though I may as well just read the whole page. I prefer to take notes as opposed to doing any textbook marking. Maybe after reading this chapter and learning how to properly mark a textbook, I will feel different.
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. First there are some tips for textbook marking. Some of these tips are 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. And 3) Buy highlighters; different colored highlighters can help you with differentiating between vocab words and main ideas, etc. There are four steps to properly mark your textbook. These steps are preview, study-read, mark/ highlight text, and write margin clues. You want to skim over what you are about to read to acknowledge any vocabulary words you may not know ask yourself some questions and to predict what the reading will be about. Then you want to make sure you understand what you are reading. Make sure to mark or highlight key points and vocabulary. And finally make sure to write clues in the margin so you understand why you wrote the notes you did. I think that this chapter was helpful in knowing the proper way to mark in your textbook. For me, I always over mark or over-highlight in my books. I think I will attempt to use the strategies outlined in this chapter for textbook marking. Although, I still think I like taking notes instead. It helps me to write down all the information I am learning.
In this chapter you learn how to correctly mark your textbook for better studying and understanding. First there are some tips for textbook marking. Some of these tips are 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. And 3) Buy highlighters; different colored highlighters can help you with differentiating between vocab words and main ideas, etc. There are four steps to properly mark your textbook. These steps are preview, study-read, mark/ highlight text, and write margin clues. You want to skim over what you are about to read to acknowledge any vocabulary words you may not know ask yourself some questions and to predict what the reading will be about. Then you want to make sure you understand what you are reading. Make sure to mark or highlight key points and vocabulary. And finally make sure to write clues in the margin so you understand why you wrote the notes you did. I think that this chapter was helpful in knowing the proper way to mark in your textbook. For me, I always over mark or over-highlight in my books. I think I will attempt to use the strategies outlined in this chapter for textbook marking. Although, I still think I like taking notes instead. It helps me to write down all the information I am learning.
Journal Entry
Well, after reading and working through Chapter 5 of TFY, I found that I was not really interested in any of the exercises given. Nothing really pulled me in to want to do more or learn more in this chapter. Maybe the chapter in CRCB will be more interesting.... or have more interesting exercises. We'll see.
Chapter 5 - TFY - Assumptions Exercise
Discovery Exercise: Page 145
Defining Assumption: Using at least two dictionaries, write your own definition of assumption.
Source: WordNet.princeton.edu – Online: Definition: a statement that is assumed to be true and from which a conclusion can be drawn
Source: dictionary.com – Online: Definition: something taken for granted
My definition of assumption: Presuming something to be true
Defining Assumption: Using at least two dictionaries, write your own definition of assumption.
Source: WordNet.princeton.edu – Online: Definition: a statement that is assumed to be true and from which a conclusion can be drawn
Source: dictionary.com – Online: Definition: something taken for granted
My definition of assumption: Presuming something to be true
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. There are conscious and unconscious assumptions, as well as, warranted and unwarranted assumptions. Unconscious and unwarranted assumptions are very similar. These types of assumptions are those based on the unknown.. For example, you make an assumption and the end result is conflict or error. I think a great example that was in the book, is the one about the Catholic university. They agreed to accept a donation from an anonymous source, made contract plans for new buildings, and the donation fell through. So they made the assumption that within a certain amount of time, they would have a lot of money. They spent this money before actually having it, so when the donation did not happen, they ended up in a bunch of debt. I think a lot of people can relate to this type of unconscious or unwarranted assumptions. I think all of us at one time or another has acted and assumed first and then the situation ended in disaster. Conscious or working assumptions are when you strategize or have a theory or have prior knowledge of a custom or agreement. I think we all can relate to this as well. Again, I will refer back to an example I liked in the book. If a friend invited you to their house for dinner, it is safe to assume that you will not have to pay for the meal. I feel that this type of assumption is based more on facts or knowledge. I did learn in this chapter that assuming something and stereotyping are very closely knit together and you have to be careful of that. You should not stereotype when you are making assumptions. Also, in the chapter, it was discussed about assumptions within arguments. When you are arguing a point, you are trying to persuade someone. I learned to always make sure my arguments can be supported by facts or reasoning and that if it is clear, you can see the assumptions made.
This chapter talks about all the different types of assumptions that can and are made. There are conscious and unconscious assumptions, as well as, warranted and unwarranted assumptions. Unconscious and unwarranted assumptions are very similar. These types of assumptions are those based on the unknown.. For example, you make an assumption and the end result is conflict or error. I think a great example that was in the book, is the one about the Catholic university. They agreed to accept a donation from an anonymous source, made contract plans for new buildings, and the donation fell through. So they made the assumption that within a certain amount of time, they would have a lot of money. They spent this money before actually having it, so when the donation did not happen, they ended up in a bunch of debt. I think a lot of people can relate to this type of unconscious or unwarranted assumptions. I think all of us at one time or another has acted and assumed first and then the situation ended in disaster. Conscious or working assumptions are when you strategize or have a theory or have prior knowledge of a custom or agreement. I think we all can relate to this as well. Again, I will refer back to an example I liked in the book. If a friend invited you to their house for dinner, it is safe to assume that you will not have to pay for the meal. I feel that this type of assumption is based more on facts or knowledge. I did learn in this chapter that assuming something and stereotyping are very closely knit together and you have to be careful of that. You should not stereotype when you are making assumptions. Also, in the chapter, it was discussed about assumptions within arguments. When you are arguing a point, you are trying to persuade someone. I learned to always make sure my arguments can be supported by facts or reasoning and that if it is clear, you can see the assumptions made.
Friday, February 6, 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. The neighbors are on vacation.
2. The neighbors are getting home late from somewhere like work all week.
3. Maybe the neighbors are going to bed early… maybe someone is sick.
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. Maybe there are good articles in there she likes to read.
2. Maybe she found it someone and had nothing else to read.
3. Maybe that is her “sin” and she likes Playboy.
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. Maybe her stomach is upset.
2. Maybe she is full and just not hungry.
3. Maybe she dislikes applesauce.
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. Maybe that was a gift of his and he prefers to hold onto it.
2. Maybe he was running late and did not have time to straighten out his attire.
3. Maybe 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 belongs to your wife’s friend who purchased it for their husband as a surprise and your wife is holding onto it.
3. Maybe it belongs to your wife’s lover.
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. Maybe you offended him by pointing out his error.
2. Maybe he was having a really bad day and took it out on you.
3. Maybe he is just not a very nice person and does not care about the error.
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 think since it is day light, why have their car head lights on.
2. Maybe people forgot to turn their lights on.
3. Maybe the people with their cars light off don’t think it is important to drive with your head lights on in a rainstorm.
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. The neighbors are on vacation.
2. The neighbors are getting home late from somewhere like work all week.
3. Maybe the neighbors are going to bed early… maybe someone is sick.
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. Maybe there are good articles in there she likes to read.
2. Maybe she found it someone and had nothing else to read.
3. Maybe that is her “sin” and she likes Playboy.
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. Maybe her stomach is upset.
2. Maybe she is full and just not hungry.
3. Maybe she dislikes applesauce.
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. Maybe that was a gift of his and he prefers to hold onto it.
2. Maybe he was running late and did not have time to straighten out his attire.
3. Maybe 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 belongs to your wife’s friend who purchased it for their husband as a surprise and your wife is holding onto it.
3. Maybe it belongs to your wife’s lover.
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. Maybe you offended him by pointing out his error.
2. Maybe he was having a really bad day and took it out on you.
3. Maybe he is just not a very nice person and does not care about the error.
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 think since it is day light, why have their car head lights on.
2. Maybe people forgot to turn their lights on.
3. Maybe the people with their cars light off don’t think it is important to drive with your head lights on in a rainstorm.
Chapter 4 - TFY - Inferences - Summary
“TFY”: Chapter 4 – Inferences – Summary
This chapter explains the difference between inference and fact. Fact is the specific details of something. Fact is the obvious and can be proven or supported by these specific details. When we infer something, we are drawing our own conclusion or making an assumption or a guess about it. This chapter talks about when we are writing we need to concentrate on the facts first; we need to be able to state the obvious. Inference can be very helpful though to connect the dots so to speak when observing something. You just need to be careful not to confuse the facts with what is being inferred. This can be difficult to do. I think for me, when observing something, I am so sure that I know what is going on, that I mistake it for the facts. This is a simple mistake to make. In this chapter we also learn about generalization. This is when you take an individual and place them into a group for example. This is also something that you need to be cautious with. Don’t generalize something too fast. When generalizing you need to make sure these generalizations can be supported by facts.
This chapter explains the difference between inference and fact. Fact is the specific details of something. Fact is the obvious and can be proven or supported by these specific details. When we infer something, we are drawing our own conclusion or making an assumption or a guess about it. This chapter talks about when we are writing we need to concentrate on the facts first; we need to be able to state the obvious. Inference can be very helpful though to connect the dots so to speak when observing something. You just need to be careful not to confuse the facts with what is being inferred. This can be difficult to do. I think for me, when observing something, I am so sure that I know what is going on, that I mistake it for the facts. This is a simple mistake to make. In this chapter we also learn about generalization. This is when you take an individual and place them into a group for example. This is also something that you need to be cautious with. Don’t generalize something too fast. When generalizing you need to make sure these generalizations can be supported by facts.
Thursday, February 5, 2009
Chapter 7 - Using Inference to Implied Main Ideas - Exercise
“CRCB” – Chapter 7: Using Inference to Identify Implied Main Ideas – Exercises
Learning Journal – Page 211:
In your journal, write down your definition of the term inference. What do you think it mean when someone says they inferred an idea from a reading? What do you think it means when your instructor says that an author implied a certain idea in a textbook chapter?
I am not entirely sure what the word inference means to be honest. When someone says they inferred an idea from a reading, I think that means they got or received an idea from a reading. If an author implies a certain idea in a textbook chapter, I think that means that they suggested an idea.
Exercise 7d - Setting the Tone – Page 219:
Read the following excerpts and circle the word in the list that follows each that you believe best matches the author’s tone. Use the italicized words as guides in making your decisions. The first one is modeled for you.
(Instead of circling the answers, I put them in red)
1. The body of Richard Milhouse Nixon was scarcely in the ground when the struggle for control of his legacy had begun. That day on the place, the dark forces that haunted Nixon in life seemed to reach beyond the grave. Somewhere between the two coasts, Ed Cox, Tricia’s New York attorney husband, brought up a plan to ensure the Nixon library would be tightly controlled by the family rather than by hired hands.
Source: Adapted from “Nixon Daughters Spar over Library,” The Detroit News, April 28, 2002, p.8a
The tone of this excerpt can best be described as:
A. Joyful
B. Sarcastic
C. Troubled
D. Inspirational
2. I used to dread coming home at night. I’d go around the side of the house, where there was a window that looked in the kitchen. I’d stand in the dark and look inside and try to judge what kind of night it was going to be. Mom had a Jekyll-and-Hyde personality. When she was sober, she was the sweetest, most sensitive, loving, and intelligent person you could ever meet. But when she was drunk she was a holy terror.
Source: General H. Norman Schwarzkopf and Peter Petre, General H. Norman Schwarzkopf: The Autobiography: It Doesn’t Take a Hero (New York: Bantam Book, 1992), p. 19
The tone of this excerpt can best be described as:
A. Intense
B. Religious
C. Angry
D. Sarcastic
3. Hassling innocent people for class-trip money is a cherished American student tradition. The trip to Washington is considered the be the ultimate educational event – a chance for your people to visit their nation’s capital and see, in person, how far they can stick their tongues into one another’s mouths. Because heavy petting in the back of the bus is a major element of every class trip. I don’t care if it’s the senior class of the Extremely Christian Academy for Unattractive Young People Wearing Chastity Belts; I don’t care if every single chaperone holds the rank of ayatollah or higher. Once those buses get rolling, there is gong to be some saliva exchanged.
Source: Dave Berry, Dave Berry Hits Below the Beltway (New York: Random House, 2001), p.67
The tone of this excerpt can best be described as:
A. Happy
B. Authoritative
C. Humorous
D. Angry
4. I want a wife who is sensitive to my sexual needs, a wife who make love passionately and eagerly when I feel like it, a wife who makes sure that I am satisfied. And, of course, I want a wife who will not demand sexual attention when I am not in the mood for it. I want a wife who assumes that complete responsibility for birth control, because I do not want more children. I want a wife who will remain sexually faithful to me so that I do not have to clutter up my intellectual life with jealousies. And I want a wife who understands that my sexual needs may entail more than a strict adherence to monogamy. I must, after all, be able to relate to people as fully as possible.
If, by chance, I find another person more suitable as a wife than the first wife I already have, I want the liberty to replace my present wife with another one. Naturally, I will expect a fresh, new life; my wife will take the children and be solely responsible for them so that I am left free. When I am through with school and have a job, I want my wife to quit working and remain at home so that my wife can more fully and completely take care of a wife’s duties. My God, who wouldn’t want a wife.
Source: Judy Syfers, “I Want a Wife” from S. Barnet et al., Literature for Composition (New York: HarperCollins Customs Books, 1993), p. 776
The tone of this excerpt can be best described as:
A. Comforting
B. Mysterious
C. Sarcastic
D. Religious
Learning Journal – Page 211:
In your journal, write down your definition of the term inference. What do you think it mean when someone says they inferred an idea from a reading? What do you think it means when your instructor says that an author implied a certain idea in a textbook chapter?
I am not entirely sure what the word inference means to be honest. When someone says they inferred an idea from a reading, I think that means they got or received an idea from a reading. If an author implies a certain idea in a textbook chapter, I think that means that they suggested an idea.
Exercise 7d - Setting the Tone – Page 219:
Read the following excerpts and circle the word in the list that follows each that you believe best matches the author’s tone. Use the italicized words as guides in making your decisions. The first one is modeled for you.
(Instead of circling the answers, I put them in red)
1. The body of Richard Milhouse Nixon was scarcely in the ground when the struggle for control of his legacy had begun. That day on the place, the dark forces that haunted Nixon in life seemed to reach beyond the grave. Somewhere between the two coasts, Ed Cox, Tricia’s New York attorney husband, brought up a plan to ensure the Nixon library would be tightly controlled by the family rather than by hired hands.
Source: Adapted from “Nixon Daughters Spar over Library,” The Detroit News, April 28, 2002, p.8a
The tone of this excerpt can best be described as:
A. Joyful
B. Sarcastic
C. Troubled
D. Inspirational
2. I used to dread coming home at night. I’d go around the side of the house, where there was a window that looked in the kitchen. I’d stand in the dark and look inside and try to judge what kind of night it was going to be. Mom had a Jekyll-and-Hyde personality. When she was sober, she was the sweetest, most sensitive, loving, and intelligent person you could ever meet. But when she was drunk she was a holy terror.
Source: General H. Norman Schwarzkopf and Peter Petre, General H. Norman Schwarzkopf: The Autobiography: It Doesn’t Take a Hero (New York: Bantam Book, 1992), p. 19
The tone of this excerpt can best be described as:
A. Intense
B. Religious
C. Angry
D. Sarcastic
3. Hassling innocent people for class-trip money is a cherished American student tradition. The trip to Washington is considered the be the ultimate educational event – a chance for your people to visit their nation’s capital and see, in person, how far they can stick their tongues into one another’s mouths. Because heavy petting in the back of the bus is a major element of every class trip. I don’t care if it’s the senior class of the Extremely Christian Academy for Unattractive Young People Wearing Chastity Belts; I don’t care if every single chaperone holds the rank of ayatollah or higher. Once those buses get rolling, there is gong to be some saliva exchanged.
Source: Dave Berry, Dave Berry Hits Below the Beltway (New York: Random House, 2001), p.67
The tone of this excerpt can best be described as:
A. Happy
B. Authoritative
C. Humorous
D. Angry
4. I want a wife who is sensitive to my sexual needs, a wife who make love passionately and eagerly when I feel like it, a wife who makes sure that I am satisfied. And, of course, I want a wife who will not demand sexual attention when I am not in the mood for it. I want a wife who assumes that complete responsibility for birth control, because I do not want more children. I want a wife who will remain sexually faithful to me so that I do not have to clutter up my intellectual life with jealousies. And I want a wife who understands that my sexual needs may entail more than a strict adherence to monogamy. I must, after all, be able to relate to people as fully as possible.
If, by chance, I find another person more suitable as a wife than the first wife I already have, I want the liberty to replace my present wife with another one. Naturally, I will expect a fresh, new life; my wife will take the children and be solely responsible for them so that I am left free. When I am through with school and have a job, I want my wife to quit working and remain at home so that my wife can more fully and completely take care of a wife’s duties. My God, who wouldn’t want a wife.
Source: Judy Syfers, “I Want a Wife” from S. Barnet et al., Literature for Composition (New York: HarperCollins Customs Books, 1993), p. 776
The tone of this excerpt can be best described as:
A. Comforting
B. Mysterious
C. Sarcastic
D. Religious
Chapter 7 - Using Inference to Implied Main Ideas - Summary
“CRCB” – Chapter 7: Using Inference to Identify Implied Main Ideas – Summary
This chapter is about inference, implied ideas, and recognizing information gaps in what you are reading. I learned that there is more to reading than just seeing and understanding the words written on the page. You need to be able to read something and draw conclusions or make assumptions about what the author is saying. You also need to be able to pick up on an author’s tone, or voice, or attitude in the writing. Picking up on the author’s emotion in what you are reading, will also help you to determine what the author is trying to say (without saying it). I learned that a lot of times the author writes in a way in which they assume they have given enough information for you to already know what they are trying to imply. The author will have gaps in the information you are reading because they assume you will be able to fill in the blanks.
This chapter is about inference, implied ideas, and recognizing information gaps in what you are reading. I learned that there is more to reading than just seeing and understanding the words written on the page. You need to be able to read something and draw conclusions or make assumptions about what the author is saying. You also need to be able to pick up on an author’s tone, or voice, or attitude in the writing. Picking up on the author’s emotion in what you are reading, will also help you to determine what the author is trying to say (without saying it). I learned that a lot of times the author writes in a way in which they assume they have given enough information for you to already know what they are trying to imply. The author will have gaps in the information you are reading because they assume you will be able to fill in the blanks.
Wednesday, February 4, 2009
Journal Entry
As I am sitting here, working away on these chapter assignments, I was just thinking... I really like how we are able to choose the exercises that we want to do. I like how we get to pick the exercises that interest us! I think it makes it more interesting and fun as the student (the learner). Just a little personal thought I thought I would share.
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)
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)
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Chapter 6 - Finding Supporting Details - Summary
“CRCB”: Chapter 6 – Finding Supporting Details – Summary
This chapter tells the importance of different types of details that you will come across 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. Remembering the major details is key to success in understanding your readings and even lectures in class. 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 that you will come across 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. Remembering the major details is key to success in understanding your readings and even lectures in class. 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
In reading this chapter 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.
In reading this chapter 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.
Tuesday, February 3, 2009
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. My eyes are brown.
2. We live on planet Earth.
2. State two facts that you are certain will never change.
1. Women give birth to babies.
2. Both men and women exist.
3. State two facts that you are certain will change.
1. I am considered single. – Why it will change? I am getting married this year.
2. I am in my mid to late 20’s. – Why it will change? I will inevitably get older.
“The Blind Men and the Elephant” Exercise Page 87:
1. What do you think the elephant represents?
What we don’t see or what we are unable to see
2. Why did each of the blind men think in terms of comparisons?
I think the blind men thought 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?
The men should have not compared, but instead thought of other descriptive words more relevant to the elephant. They probably could not visualize the elephant very well because they were thinking of the objects used to compare with.
4. Can you think of examples in your life where you could not experience something new because you were comparing it to something familiar?
One example could be comparing different relationships. You are not able to experience and appreciate the new relationship because you are focused on the old one.
Discussion Break Questions: Page 79:
1. State two facts that you are certain are true.
1. My eyes are brown.
2. We live on planet Earth.
2. State two facts that you are certain will never change.
1. Women give birth to babies.
2. Both men and women exist.
3. State two facts that you are certain will change.
1. I am considered single. – Why it will change? I am getting married this year.
2. I am in my mid to late 20’s. – Why it will change? I will inevitably get older.
“The Blind Men and the Elephant” Exercise Page 87:
1. What do you think the elephant represents?
What we don’t see or what we are unable to see
2. Why did each of the blind men think in terms of comparisons?
I think the blind men thought 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?
The men should have not compared, but instead thought of other descriptive words more relevant to the elephant. They probably could not visualize the elephant very well because they were thinking of the objects used to compare with.
4. Can you think of examples in your life where you could not experience something new because you were comparing it to something familiar?
One example could be comparing different relationships. You are not able to experience and appreciate the new relationship because you are focused on the old one.
Chapter 3 - TFY - Facts Summary
“TFY”: Chapter 3 – Facts – Summary
This chapter on facts is about just that…. Facts! We learn that the definition of a fact is knowing 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. We also need to be able to distinguish facts from fiction. Fiction is something that is made up, for example, a story someone tells that has no truth behind it. 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. Are you being objective or subjective? There can be social pressures that go along with determining facts. 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 feel good about the determination we made. Although we might get a contradiction to our determination of fact from another person; this can create conflict for us. I have learned that there is more to a fact than just what we read or learn or even determine a fact ourselves. There is more depth to facts that we need to consider prior to labeling something a fact. Facts need to be able to be verified, have reliability, plausibility and probability.
This chapter on facts is about just that…. Facts! We learn that the definition of a fact is knowing 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. We also need to be able to distinguish facts from fiction. Fiction is something that is made up, for example, a story someone tells that has no truth behind it. 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. Are you being objective or subjective? There can be social pressures that go along with determining facts. 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 feel good about the determination we made. Although we might get a contradiction to our determination of fact from another person; this can create conflict for us. I have learned that there is more to a fact than just what we read or learn or even determine a fact ourselves. There is more depth to facts that we need to consider prior to labeling something a fact. Facts need to be able to be verified, have reliability, plausibility and probability.
Friday, January 30, 2009
Journal Entry
Well, today I read the chapters on Vocabulary and how important it is. You really use vocabulary for everything you do. You need it to communicate with others, to write and to read and understand what you are reading. Vocabulary is not one of my strengths.... it is definitely something I would like to improve on. So, I decided that while reading the chapters on vocabulary, that I would write down and look up some words that I did not know the meanings of. Here are some of the words I looked up and their definitions:
polemical - of or involving dispute or controversy
dearth - an insufficient quantity or number
contumacious - stubbornly disobedient; rebellious
factoid - something resembling a fact
plebiscite - a vote by the electorate determining public opinion on a question of national importance
hegemony - the dominance or leadership of one social group or nation over others
heuristic - a commonsense rule (or set of rules) intended to increase the probability of solving some problem
pluralism - a social organization in which diversity of racial or religious or ethnic or cultural groups is tolerated
(I found all definitions for these words using a google search)
I am going to try to keep up the practice of looking up the meaning of words I do not know the meaning to. I think that it will help me understand what I am reading more than I understand it now. I also think it will give me the ability to build my "working" vocabulary when I am communicating with others.
polemical - of or involving dispute or controversy
dearth - an insufficient quantity or number
contumacious - stubbornly disobedient; rebellious
factoid - something resembling a fact
plebiscite - a vote by the electorate determining public opinion on a question of national importance
hegemony - the dominance or leadership of one social group or nation over others
heuristic - a commonsense rule (or set of rules) intended to increase the probability of solving some problem
pluralism - a social organization in which diversity of racial or religious or ethnic or cultural groups is tolerated
(I found all definitions for these words using a google search)
I am going to try to keep up the practice of looking up the meaning of words I do not know the meaning to. I think that it will help me understand what I am reading more than I understand it now. I also think it will give me the ability to build my "working" vocabulary when I am communicating with others.
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