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.
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