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!
Tuesday, March 31, 2009
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.
Subscribe to:
Posts (Atom)
