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.
Showing posts with label "Critical Reading" Exercises. Show all posts
Showing posts with label "Critical Reading" Exercises. Show all posts
Saturday, April 11, 2009
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
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
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.
Saturday, March 21, 2009
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.
Sunday, March 8, 2009
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.
Sunday, March 1, 2009
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.
Tuesday, February 17, 2009
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.
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.
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
Wednesday, February 4, 2009
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 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
Friday, January 30, 2009
Chapter 2 - CRCB - Developing Your College Vocabulary - Exercise
“CRCB”: Chapter 2 – Developing Your College Vocabulary – Exercises
Learning Journal – Page 33:
In your journal, write down how you currently learn new words. Do you believe you have a good system for learning and remembering words? Di you write down words you don’t know? Do you look them up in a dictionary? Do you believe that a better vocabulary will improve your reading and grades? Do you believe that a better vocabulary will ultimately help you land the job of your choice?
My system for learning new words is pretty much non-existent at this point. I know that vocabulary is not one of my strengths. When I read the student journal entry written on this page as an example, I completely identified with what was said. I always feel like, there are so many words that I do not understand the meaning of, so how am I supposed to take up more time looking all of them up??? I do believe that having better vocabulary will improve my reading, grading and even help with landing a job. I think having a good foundation when it comes to vocabulary presents confidence. I will make a better effort to look up the meaning of works I do not understand.
Learning Journal – Page 34:
In your journal, write down what you have just learned about the importance of learning textbook vocabulary.
Learning new vocabulary is very important because it will improve your reading skills as well as listening comprehension. When you learn new vocabulary, you are able to understand the words, not just know how to pronounce them. In college, courses build on each other, so you need to know the basics first before you can move on.
Exercise 2a:
Read the following sentences. Using the context clues, decide which of the answer provided for each comes closest in meaning to what word that is italicized, and circle the appropriate letter. Underline the context “clues.” The first one is modeled for you:
1. The child was able to assuage his irate father with a smile and a small kiss on his cheek. A grin slowly replaced the father’s angry frown.
B. Soothe
2. She was so overcome with joy by the birth of her baby that she was able to say nothing other than that the whole experience was simply ineffable.
C. Incapable of being expressed in words
3. Most of us eventually reach our goals, but life’s path to success is often a circuitous one.
C. Marked by roundabout or indirect procedures
4. The preacher took a pedagogic approach with his sermon, hoping that those attending would learn something meaningful from it.
A. Instructional
5. Although teaching is not a lucrative profession, I know that I wouldn’t want to do anything else. Helping others learn is far more important to me than money.
C. Well paying
6. Buying a lottery ticket is a very capricious way to plan for your future. The chances of winning are 1 in 10,000,000.
D. Unpredictable
Exercise 2f – Page 43-44:
Write the appropriate prefixes in the spaces here and then provide two words using each prefix. The firs one is modeled for you:
1. A prefix that means “good” or “Well” is bene. Two words: benefit and benediction
2. A prefix that mean “out” is ec or ex. Two words: exit and ecstasy
3. A prefix that means “skill” is techn. Two words: technician and technique
4. A prefix that means “bad” is mal. Two words: malnutrition and malignant
5. A prefix that means “against” is anti. Two words are: antidote and antibody
6. A prefix that means “half” is semi. Two words: semicolon and semicircle
7. A prefix that means “after” is post. Two words: postpartum and postmortem
8. A prefix that means “many” is multi. Two words: multidimensional and multicolored
9. A prefix that means “more than usual” is hyper. Two words: hyperventilate and hypertension
10. A prefix that means “before” is ante. Two words: ante partum and ante mortem
Learning Journal – Page 33:
In your journal, write down how you currently learn new words. Do you believe you have a good system for learning and remembering words? Di you write down words you don’t know? Do you look them up in a dictionary? Do you believe that a better vocabulary will improve your reading and grades? Do you believe that a better vocabulary will ultimately help you land the job of your choice?
My system for learning new words is pretty much non-existent at this point. I know that vocabulary is not one of my strengths. When I read the student journal entry written on this page as an example, I completely identified with what was said. I always feel like, there are so many words that I do not understand the meaning of, so how am I supposed to take up more time looking all of them up??? I do believe that having better vocabulary will improve my reading, grading and even help with landing a job. I think having a good foundation when it comes to vocabulary presents confidence. I will make a better effort to look up the meaning of works I do not understand.
Learning Journal – Page 34:
In your journal, write down what you have just learned about the importance of learning textbook vocabulary.
Learning new vocabulary is very important because it will improve your reading skills as well as listening comprehension. When you learn new vocabulary, you are able to understand the words, not just know how to pronounce them. In college, courses build on each other, so you need to know the basics first before you can move on.
Exercise 2a:
Read the following sentences. Using the context clues, decide which of the answer provided for each comes closest in meaning to what word that is italicized, and circle the appropriate letter. Underline the context “clues.” The first one is modeled for you:
1. The child was able to assuage his irate father with a smile and a small kiss on his cheek. A grin slowly replaced the father’s angry frown.
B. Soothe
2. She was so overcome with joy by the birth of her baby that she was able to say nothing other than that the whole experience was simply ineffable.
C. Incapable of being expressed in words
3. Most of us eventually reach our goals, but life’s path to success is often a circuitous one.
C. Marked by roundabout or indirect procedures
4. The preacher took a pedagogic approach with his sermon, hoping that those attending would learn something meaningful from it.
A. Instructional
5. Although teaching is not a lucrative profession, I know that I wouldn’t want to do anything else. Helping others learn is far more important to me than money.
C. Well paying
6. Buying a lottery ticket is a very capricious way to plan for your future. The chances of winning are 1 in 10,000,000.
D. Unpredictable
Exercise 2f – Page 43-44:
Write the appropriate prefixes in the spaces here and then provide two words using each prefix. The firs one is modeled for you:
1. A prefix that means “good” or “Well” is bene. Two words: benefit and benediction
2. A prefix that mean “out” is ec or ex. Two words: exit and ecstasy
3. A prefix that means “skill” is techn. Two words: technician and technique
4. A prefix that means “bad” is mal. Two words: malnutrition and malignant
5. A prefix that means “against” is anti. Two words are: antidote and antibody
6. A prefix that means “half” is semi. Two words: semicolon and semicircle
7. A prefix that means “after” is post. Two words: postpartum and postmortem
8. A prefix that means “many” is multi. Two words: multidimensional and multicolored
9. A prefix that means “more than usual” is hyper. Two words: hyperventilate and hypertension
10. A prefix that means “before” is ante. Two words: ante partum and ante mortem
Saturday, January 24, 2009
Chapter 13 - Reading Beyond The Words Exercises
“Critical Reading”: Chapter 13 – Reading Beyond The Words
Learning Journal (pg. 435):
Based on what I just read, I think the word taxonomy means a list of six levels of thinking for teachers to use as a curriculum guide and a way to test students. In other words, taxonomy is Bloom’s way of describing or characterizing critical thinking.
Exercise 13a:
1. B – Your proposal is the work of a fool with one eye and half a brain.
2. C – Employees present is a partner in making a decision that affects us all.
3. D – Because it can lead to a win-win solution.
Exercise 13b:
1. According to Nietzsche, Christianity and science are foes because Christianity is based on faith and putting that faith and your life in the hands of God. Where science relies more on mankind and what we can do for ourselves and for others.
2. A couple of ways the author distinguishes between Christianity and science is he shows that Christians pray to God and ask for assistance from above when they are sick or at a time of war. The sources of the power of science enable people to see a doctor when sick or follow generals and join battalions at times of war.
3. People of faith and people of science of not always see eye to eye. Starting from the beginning of Christianity, people were only followers of God, not only in their time of need, but for all time. Nowadays, science is a much stronger force in our society, and people rely on it more and more.
Exercise 13c:
1. 10x / 5 = 120 x = 60
2. x + 76 = 1102 x = 1026
3. 98x / 7 = 14 x = 1
Learning Journal (pg. 447):
Analysis level of thinking is when you pull apart facts or concepts and look at every detail for a better understanding and to help you draw a conclusion of why something is or isn’t. I look at the application level as being more structured with rules so to speak. The analysis level is more based on skill in a way. You need to be able to look at a fact, dissect it and then able to put it back together with your understanding and in your own words.
Exercise 13d:
1. I think the author’s main point in this passage is there is a lot of ideas/ concepts in the world today that we as people are sometimes forced to accept, while other concepts, such as faith/ religion, are pushed under the rug due to the possibility of offending someone.
2. The author uses examples such as anal sex, a textbook called, “Heather Has Two Mommies”, and the Ten Commandments.
3. I feel the author may be a little bias. I feel he does not agree with certain sexual acts or preferences, while being make to feel forced to accept them. While being forced to accept the concepts he may not want to, ideas like religion are not to be spoken of. It’s almost as if this author is questioning people’s morals these days. Phrases to support my thoughts are as follows:
“It means being forced to accept as normal those behaviors and lifestyles that are absolutely abnormal.”
“For instance, we can’t teach the Ten Commandments. In fact, we can’t even post them in the classroom. Why? Because their origin is religion, and that (God forbid!) might offend.”
4. I am not sure that I think the author committed any fallacies in this passage. I don’t see this passage as being entirely factual, but more what the author perceives to be true. This is more his opinion.
Exercise 13e:
1. Linguists and biologist have similar ideas. Both are trying to learn more about the “living” while still here, and to figure out how to prevent extinction.
Reading Practice 2: “Call Me Crazy, but I Have To Be Myself”
1. B – A condition marked by moods that swing between elation and depair.
2. A – She would like to share her bipolar experience but doesn’t want to scare people.
3. D – The author feels the need to be honest with people about her condition.
4. A – Analysis
5. D – To integrate both sides of herself
6. If I were bipolar, I think I would pick and choose who I would tell and whom I would not tell. Unfortunately there is people while will judge you, so you have to be smart about who you share your personal stories with. At the same time, you can’t let everyone’s opinion of you bother you. You just have to be yourself. And that is how I would integrate both sides of myself into society. I would just be myself.
7. I think people with mental illnesses wake up everyday with a huge challenge. They need to be able to “overcome” their illness daily in order to be a functioning part of society.
8. Yes. I think it was wise of this author to write her article in a national magazine. For her, the most important thing was to be honest and let people know her “true” self. Some consequences could be having people judge her or look at her differently, while others will embrace her and learn from her story.
9. Some reasons why this author has kept her psychiatric history quiet all this time is because of embarrassment, shame, worry of what others will think. Also, she has always just wanted to be accepted and considered a “normal” part of society.
10. Reading the title and heading of this essay helped me to see that this story was going to be about a woman with bipolar disorder that wanted to voice her story, but still be seen as “normal.”
Learning Journal (pg. 435):
Based on what I just read, I think the word taxonomy means a list of six levels of thinking for teachers to use as a curriculum guide and a way to test students. In other words, taxonomy is Bloom’s way of describing or characterizing critical thinking.
Exercise 13a:
1. B – Your proposal is the work of a fool with one eye and half a brain.
2. C – Employees present is a partner in making a decision that affects us all.
3. D – Because it can lead to a win-win solution.
Exercise 13b:
1. According to Nietzsche, Christianity and science are foes because Christianity is based on faith and putting that faith and your life in the hands of God. Where science relies more on mankind and what we can do for ourselves and for others.
2. A couple of ways the author distinguishes between Christianity and science is he shows that Christians pray to God and ask for assistance from above when they are sick or at a time of war. The sources of the power of science enable people to see a doctor when sick or follow generals and join battalions at times of war.
3. People of faith and people of science of not always see eye to eye. Starting from the beginning of Christianity, people were only followers of God, not only in their time of need, but for all time. Nowadays, science is a much stronger force in our society, and people rely on it more and more.
Exercise 13c:
1. 10x / 5 = 120 x = 60
2. x + 76 = 1102 x = 1026
3. 98x / 7 = 14 x = 1
Learning Journal (pg. 447):
Analysis level of thinking is when you pull apart facts or concepts and look at every detail for a better understanding and to help you draw a conclusion of why something is or isn’t. I look at the application level as being more structured with rules so to speak. The analysis level is more based on skill in a way. You need to be able to look at a fact, dissect it and then able to put it back together with your understanding and in your own words.
Exercise 13d:
1. I think the author’s main point in this passage is there is a lot of ideas/ concepts in the world today that we as people are sometimes forced to accept, while other concepts, such as faith/ religion, are pushed under the rug due to the possibility of offending someone.
2. The author uses examples such as anal sex, a textbook called, “Heather Has Two Mommies”, and the Ten Commandments.
3. I feel the author may be a little bias. I feel he does not agree with certain sexual acts or preferences, while being make to feel forced to accept them. While being forced to accept the concepts he may not want to, ideas like religion are not to be spoken of. It’s almost as if this author is questioning people’s morals these days. Phrases to support my thoughts are as follows:
“It means being forced to accept as normal those behaviors and lifestyles that are absolutely abnormal.”
“For instance, we can’t teach the Ten Commandments. In fact, we can’t even post them in the classroom. Why? Because their origin is religion, and that (God forbid!) might offend.”
4. I am not sure that I think the author committed any fallacies in this passage. I don’t see this passage as being entirely factual, but more what the author perceives to be true. This is more his opinion.
Exercise 13e:
1. Linguists and biologist have similar ideas. Both are trying to learn more about the “living” while still here, and to figure out how to prevent extinction.
Reading Practice 2: “Call Me Crazy, but I Have To Be Myself”
1. B – A condition marked by moods that swing between elation and depair.
2. A – She would like to share her bipolar experience but doesn’t want to scare people.
3. D – The author feels the need to be honest with people about her condition.
4. A – Analysis
5. D – To integrate both sides of herself
6. If I were bipolar, I think I would pick and choose who I would tell and whom I would not tell. Unfortunately there is people while will judge you, so you have to be smart about who you share your personal stories with. At the same time, you can’t let everyone’s opinion of you bother you. You just have to be yourself. And that is how I would integrate both sides of myself into society. I would just be myself.
7. I think people with mental illnesses wake up everyday with a huge challenge. They need to be able to “overcome” their illness daily in order to be a functioning part of society.
8. Yes. I think it was wise of this author to write her article in a national magazine. For her, the most important thing was to be honest and let people know her “true” self. Some consequences could be having people judge her or look at her differently, while others will embrace her and learn from her story.
9. Some reasons why this author has kept her psychiatric history quiet all this time is because of embarrassment, shame, worry of what others will think. Also, she has always just wanted to be accepted and considered a “normal” part of society.
10. Reading the title and heading of this essay helped me to see that this story was going to be about a woman with bipolar disorder that wanted to voice her story, but still be seen as “normal.”
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