CRCB - Chapter 11: Reading, Understanding, and Creating Visual Aids Summary
This chapter was all about the different types of visual aids used or that can be used to help you learn and understand material. There are several different types of visual aids listed throughout this chapter. These different types of visual aids are: charts and tables, diagrams, illustrations, graphs - including, bar graphs, lines graphs, pie graphs, pictographs, photographs, time lines, outlines, mind maps, and free-form drawing. Charts and tables condense large amounts of information in order to show relationships, show hierarchy, show cause & effect or comparison & contrast. Diagrams illustrate connections between items using simple to complex drawings. Diagrams are useful in all sciences. Illustrations are drawing that shows the parts or sections of something like a plant for example. Graphs are used to take large amounts of information and make it more accessible. Bar graphs use parallel rectangular bars, line graphs use grids with vertical and horizontal axes, and pie graphs show data in a circle. Pictographs show data through pictures, photographs help you to make associations with the information in the text, and time lines are a straight line labeled to show time sequence or chronological order of events. Outlines provide a summary; mind maps use shapes and lines to show relationships between information, and free-form drawings are done by hand to help you understand something better. Throughout all my school years, I have had experience dealing with all these types of visual aids, but this semester I would have to say is the most I have ever spent on mind maps. I have really learned how to make use of mind maps. They can be useful in so many ways and I am sure I will continue to use them where and when I see fit with other subjects besides English.
Showing posts with label Summaries. Show all posts
Showing posts with label Summaries. Show all posts
Saturday, April 11, 2009
CRCB - Chapter 1 - Reading in College Summary
CRCB: Chapter 1 - Reading in College Summary
This chapter is all about reading, how to concentrate and be an active participant on what you are reading and different learning styles. Reading, as defined in the chapter is, an active process that depends on both the author’s ability to convey meaning using words and your ability to create meaning form them. In order to become an active participant in what you are reading, a couple strategies learned in this chapter are: previewing reading assignments before actually reading them, ask questions about the chapter and try to answer them as you are reading, outlining the chapter, and mapping the chapter. One of the most important factors in reading is your concentration. Concentration is your ability to make your mind behave a certain way. There are some internal and/ or external distracters that can be concentration blockers. Internal distracters come within yourself, like being preoccupied with something else, being worried about your finances or having excitement of an upcoming event. External distracters come from the environment around you, like TV, loud music, phone calls and unexpected visitors.
I learned in this chapter that there are ways to improve your concentration level and block out those distracters. First you need to recognize what your concentration level is at. You should read for a certain length of time and mark down whenever you get distracted. This way you know how often distractions get in your way of reading. Then you must create an ideal study environment. This means, make sure you have all necessary study materials, avoid reading in social areas of your home, don’t read in bed and turn off the TV. You need to have a positive mental attitude while studying. Something that I want to try is reading the most difficult or least familiar material first. I find myself always doing the opposite and then it is super hard for me to read the harder or least favored material last. I think this technique would help me out a lot in my studying. Another technique I liked that was mentioned in this chapter is to have a journal and to use that as a “worry pad.” I find myself mostly distracted with internal thoughts. I think the idea of having a journal to jot down anything on my mind will free up my thoughts and allow myself to concentrate more on what I am reading or studying. Another technique mentioned in this chapter to help your concentration level is to write a letter. It is similar to having a journal, but this is for if something is bothering you. I like this idea too. It allows you to release whatever is bothering you in writing and then you can get back to studying.
In this chapter, we also learned about different the different learning styles. I think most of us have already heard about these learning styles and probably already have a good idea of which ways we ourselves learn. These types are auditory, visual and kinesthetic. I think for myself, I am a little bit of each learning style. I think the way I learn is in steps. First I like to listen and watch and then I like to do what I am learning. If I learn this way, I feel I am set up for success.
This chapter is all about reading, how to concentrate and be an active participant on what you are reading and different learning styles. Reading, as defined in the chapter is, an active process that depends on both the author’s ability to convey meaning using words and your ability to create meaning form them. In order to become an active participant in what you are reading, a couple strategies learned in this chapter are: previewing reading assignments before actually reading them, ask questions about the chapter and try to answer them as you are reading, outlining the chapter, and mapping the chapter. One of the most important factors in reading is your concentration. Concentration is your ability to make your mind behave a certain way. There are some internal and/ or external distracters that can be concentration blockers. Internal distracters come within yourself, like being preoccupied with something else, being worried about your finances or having excitement of an upcoming event. External distracters come from the environment around you, like TV, loud music, phone calls and unexpected visitors.
I learned in this chapter that there are ways to improve your concentration level and block out those distracters. First you need to recognize what your concentration level is at. You should read for a certain length of time and mark down whenever you get distracted. This way you know how often distractions get in your way of reading. Then you must create an ideal study environment. This means, make sure you have all necessary study materials, avoid reading in social areas of your home, don’t read in bed and turn off the TV. You need to have a positive mental attitude while studying. Something that I want to try is reading the most difficult or least familiar material first. I find myself always doing the opposite and then it is super hard for me to read the harder or least favored material last. I think this technique would help me out a lot in my studying. Another technique I liked that was mentioned in this chapter is to have a journal and to use that as a “worry pad.” I find myself mostly distracted with internal thoughts. I think the idea of having a journal to jot down anything on my mind will free up my thoughts and allow myself to concentrate more on what I am reading or studying. Another technique mentioned in this chapter to help your concentration level is to write a letter. It is similar to having a journal, but this is for if something is bothering you. I like this idea too. It allows you to release whatever is bothering you in writing and then you can get back to studying.
In this chapter, we also learned about different the different learning styles. I think most of us have already heard about these learning styles and probably already have a good idea of which ways we ourselves learn. These types are auditory, visual and kinesthetic. I think for myself, I am a little bit of each learning style. I think the way I learn is in steps. First I like to listen and watch and then I like to do what I am learning. If I learn this way, I feel I am set up for success.
Tuesday, April 7, 2009
TFY - Chapter 12 Deductive Reasoning Summary
“TFY” Chapter 12 – Deductive Reasoning Summary
This chapter was all about deductive reasoning and the logic behind it. The chapter also compared deductive reasoning with inductive reasoning. Deductive reasoning usually starts with a general principle and then applies it to a specific instance. While inductive reasoning usually starts with a more specific instance and then pulls it into a more general principle. The logic behind the deduction is a science of good reasoning, both inductive and deductive. I learned in this chapter there are some key terms I must understand in order to understand the basics of logic. The terms I need to understand are: argument, reasoning, syllogism, premise (major and minor), conclusion, validity, and soundness. From previous chapters, and this one, I learned that an argument can be both inductive and deductive and can be valid even if the premises are not true. I previously also learned that reasoning is drawn from facts, which will lead you to conclusions, judgments, or inferences about whatever topic you are discussing or reading about. Conclusion, validity and soundness are also some terms that I have already known the meaning behind. Your conclusion is a way to summarize your main point or what you are trying to get across or get action on. Validity and soundness both have to do with the truth behind your argument, reasoning, and premise. Premise was also a word that was previously discussed in another chapter, but in this chapter we learned that a major premise is more of a generalization, while a minor premise is more specific. The new key term to me in this chapter is syllogism. I have learned that this term clarifies the claims or premises, helps you to discover and expose hidden premises, and helps to find out if one thought follows another thought logically.
This chapter was all about deductive reasoning and the logic behind it. The chapter also compared deductive reasoning with inductive reasoning. Deductive reasoning usually starts with a general principle and then applies it to a specific instance. While inductive reasoning usually starts with a more specific instance and then pulls it into a more general principle. The logic behind the deduction is a science of good reasoning, both inductive and deductive. I learned in this chapter there are some key terms I must understand in order to understand the basics of logic. The terms I need to understand are: argument, reasoning, syllogism, premise (major and minor), conclusion, validity, and soundness. From previous chapters, and this one, I learned that an argument can be both inductive and deductive and can be valid even if the premises are not true. I previously also learned that reasoning is drawn from facts, which will lead you to conclusions, judgments, or inferences about whatever topic you are discussing or reading about. Conclusion, validity and soundness are also some terms that I have already known the meaning behind. Your conclusion is a way to summarize your main point or what you are trying to get across or get action on. Validity and soundness both have to do with the truth behind your argument, reasoning, and premise. Premise was also a word that was previously discussed in another chapter, but in this chapter we learned that a major premise is more of a generalization, while a minor premise is more specific. The new key term to me in this chapter is syllogism. I have learned that this term clarifies the claims or premises, helps you to discover and expose hidden premises, and helps to find out if one thought follows another thought logically.
Tuesday, March 24, 2009
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 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
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 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
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
CRCB - Chapter 14: Evaluating Internet Resources - Summary
“CRCB”: Evaluating Internet Resources – Summary
In this chapter, we learned about how to evaluate internet resources. There is a seven step internet source evaluating system that should be used to do so. This system includes: 1. Know your purpose. 2. Double-check facts and sources. 3. Consider the source. 4. Evaluate content. 5. Determine intended audience. 6. Evaluate the writing. 7. Use what you already know. While using these seven steps you are checking the relevancy, reliability, credibility and accuracy of the websites you are looking at. I think that I do evaluate websites when I use them, but maybe more subconsciously. I don’t think that before reading this chapter I realized how much goes into evaluating a website or how important it really is.
In this chapter, we learned about how to evaluate internet resources. There is a seven step internet source evaluating system that should be used to do so. This system includes: 1. Know your purpose. 2. Double-check facts and sources. 3. Consider the source. 4. Evaluate content. 5. Determine intended audience. 6. Evaluate the writing. 7. Use what you already know. While using these seven steps you are checking the relevancy, reliability, credibility and accuracy of the websites you are looking at. I think that I do evaluate websites when I use them, but maybe more subconsciously. I don’t think that before reading this chapter I realized how much goes into evaluating a website or how important it really is.
Tuesday, February 24, 2009
TFY - Chapter 7 - Evaluations - Summary
“TFY”: Chapter 7 – Evaluations – Summary
This chapter is all about evaluations. To evaluate something, you are examining, making an estimate on, determining the worth of, and/ or judging something. You need to be aware that sometimes it is possible to make a premature evaluation. You also need to be aware that evaluations are not facts. There are different situations that can sway our evaluation on something. Our own expectations can sway our evaluation as well as word connotation, and propaganda. I would say that word connotation and propaganda is something that you need to keep an eye out for when making your evaluations. These can easily sway you in a negative way. There are also skilled evaluations which, I think is more acceptable to listen to. An example would be to listen to a medical evaluation from a Doctor. What I gathered from this chapter is just to open my eyes to different situations or scenarios that could sway my evaluation in a negative manner. Before making any evaluations, I should examine everything completely and come up with my own evaluation; except for some skilled evaluations. With skilled evaluations, I think it would depend on the situation whether I would just listen immediately or take some time to consider what was said.
This chapter is all about evaluations. To evaluate something, you are examining, making an estimate on, determining the worth of, and/ or judging something. You need to be aware that sometimes it is possible to make a premature evaluation. You also need to be aware that evaluations are not facts. There are different situations that can sway our evaluation on something. Our own expectations can sway our evaluation as well as word connotation, and propaganda. I would say that word connotation and propaganda is something that you need to keep an eye out for when making your evaluations. These can easily sway you in a negative way. There are also skilled evaluations which, I think is more acceptable to listen to. An example would be to listen to a medical evaluation from a Doctor. What I gathered from this chapter is just to open my eyes to different situations or scenarios that could sway my evaluation in a negative manner. Before making any evaluations, I should examine everything completely and come up with my own evaluation; except for some skilled evaluations. With skilled evaluations, I think it would depend on the situation whether I would just listen immediately or take some time to consider what was said.
TFY - Chapter 6 - Opinions - Summary
“TFY”: Chapter 6 – Opinions – Summary
This chapter is all about opinions and the many types of them. Different types of opinions include judgments, advice, generalizations, personal preference and public sentiment. Making a judgment opinion would be saying that something is good or bad or right or wrong. When giving advice, you are telling someone something they should or should not do. When making a generalization, you are suggested something that can be taken for truth. Personal preferences are things you personally like or dislike. And public sentiments are normally taken by polling the public and finding their opinions. On top of having different types of opinions, there is also the determination if opinions are responsible or not. You find this out by recognizing whether the opinion you are hearing is from an expert’s judgment or an argument that is well supported; or whether the opinion is from a final legal judgment or an unsubstantiated belief. When hearing opinions, you should be careful not to confuse them with facts. And if a person is expressing an argument, then you need to make sure they have facts, evidence, other claims and reasoning to support their arguments. I never realized how many different types of opinions there really was. I thought an opinion was an opinion. So I enjoyed reading this chapter and learning from it.
This chapter is all about opinions and the many types of them. Different types of opinions include judgments, advice, generalizations, personal preference and public sentiment. Making a judgment opinion would be saying that something is good or bad or right or wrong. When giving advice, you are telling someone something they should or should not do. When making a generalization, you are suggested something that can be taken for truth. Personal preferences are things you personally like or dislike. And public sentiments are normally taken by polling the public and finding their opinions. On top of having different types of opinions, there is also the determination if opinions are responsible or not. You find this out by recognizing whether the opinion you are hearing is from an expert’s judgment or an argument that is well supported; or whether the opinion is from a final legal judgment or an unsubstantiated belief. When hearing opinions, you should be careful not to confuse them with facts. And if a person is expressing an argument, then you need to make sure they have facts, evidence, other claims and reasoning to support their arguments. I never realized how many different types of opinions there really was. I thought an opinion was an opinion. So I enjoyed reading this chapter and learning from it.
Tuesday, February 17, 2009
CRCB - Chapter 9 - PSR Strategies Summary
“CRCB”: Chapter 9 – PSR Strategies Summary
This chapter teaches the reader how the PSR method works when applied to your readings. PSR stands for Preview, Study-Read, and Review Strategies. The first step is to preview your reading. It is best if you skim your reading and develop some questions that you can ask yourself. Turn the headings or subheading into questions. This will make you more engaged in your reading. As you are reading you will be searching for the answers to your questions. Then you should be able to assess your understanding of what you just read. If there are any parts of the reading that are still unclear, you should have your questions answered. Maybe you will just need to re-read the part that is unclear to you. Or maybe you will need to ask your instructor or classmate for some help. It is very important to understand what you read though. Out of this chapter I learned some ways that can make me more engaged in my readings. I will try to ask myself some questions in my readings. Hopefully that will make me concentrate more on what I am reading. Sometimes I find it hard to stay focused on certain reading material. Maybe this will help.
This chapter teaches the reader how the PSR method works when applied to your readings. PSR stands for Preview, Study-Read, and Review Strategies. The first step is to preview your reading. It is best if you skim your reading and develop some questions that you can ask yourself. Turn the headings or subheading into questions. This will make you more engaged in your reading. As you are reading you will be searching for the answers to your questions. Then you should be able to assess your understanding of what you just read. If there are any parts of the reading that are still unclear, you should have your questions answered. Maybe you will just need to re-read the part that is unclear to you. Or maybe you will need to ask your instructor or classmate for some help. It is very important to understand what you read though. Out of this chapter I learned some ways that can make me more engaged in my readings. I will try to ask myself some questions in my readings. Hopefully that will make me concentrate more on what I am reading. Sometimes I find it hard to stay focused on certain reading material. Maybe this will help.
TFY - Chapter 8 - Viewpoints Summary
“TFY”: Chapter 8 – Viewpoints – Summary
This chapter speaks of different viewpoints and being aware of them. The majority of this chapter focuses on the different viewpoints in politics. There are figures shown in this chapter on The Left-to-Right Political Spectrum and The Two-Axis Model of Political Views. I think looking as this figures gives me a better idea as to how political views are divided up in this country. Something that was mentioned in this chapter that I thought was interesting that I never really thought about was how even the news portrays a person’s or group’s viewpoint. I never really thought of that until now. I also learned in this chapter the importance of understanding my own viewpoint and well as others. I think of myself as someone who has an open-mind and listens to others beliefs or points of view. And I agree that this is very important for communicating with others.
This chapter speaks of different viewpoints and being aware of them. The majority of this chapter focuses on the different viewpoints in politics. There are figures shown in this chapter on The Left-to-Right Political Spectrum and The Two-Axis Model of Political Views. I think looking as this figures gives me a better idea as to how political views are divided up in this country. Something that was mentioned in this chapter that I thought was interesting that I never really thought about was how even the news portrays a person’s or group’s viewpoint. I never really thought of that until now. I also learned in this chapter the importance of understanding my own viewpoint and well as others. I think of myself as someone who has an open-mind and listens to others beliefs or points of view. And I agree that this is very important for communicating with others.
Tuesday, February 10, 2009
Chapter 10 - CRCB - Textbook Markings Summary
“CRCB”: Chapter 10 – Textbook Marking – Summary
In this chapter you learn how to correctly mark your textbook for better studying and understanding. First there are some tips for textbook marking. Some of these tips are 1) buy new textbooks. You don’t want to get confused with previous students textbook markings. You want your textbook to be ready for your own markings. 2) Buy a fine-point pen. The purpose of this is for narrow book margins. You want to have a pen that when you write, you will be able to fit all your text. And 3) Buy highlighters; different colored highlighters can help you with differentiating between vocab words and main ideas, etc. There are four steps to properly mark your textbook. These steps are preview, study-read, mark/ highlight text, and write margin clues. You want to skim over what you are about to read to acknowledge any vocabulary words you may not know ask yourself some questions and to predict what the reading will be about. Then you want to make sure you understand what you are reading. Make sure to mark or highlight key points and vocabulary. And finally make sure to write clues in the margin so you understand why you wrote the notes you did. I think that this chapter was helpful in knowing the proper way to mark in your textbook. For me, I always over mark or over-highlight in my books. I think I will attempt to use the strategies outlined in this chapter for textbook marking. Although, I still think I like taking notes instead. It helps me to write down all the information I am learning.
In this chapter you learn how to correctly mark your textbook for better studying and understanding. First there are some tips for textbook marking. Some of these tips are 1) buy new textbooks. You don’t want to get confused with previous students textbook markings. You want your textbook to be ready for your own markings. 2) Buy a fine-point pen. The purpose of this is for narrow book margins. You want to have a pen that when you write, you will be able to fit all your text. And 3) Buy highlighters; different colored highlighters can help you with differentiating between vocab words and main ideas, etc. There are four steps to properly mark your textbook. These steps are preview, study-read, mark/ highlight text, and write margin clues. You want to skim over what you are about to read to acknowledge any vocabulary words you may not know ask yourself some questions and to predict what the reading will be about. Then you want to make sure you understand what you are reading. Make sure to mark or highlight key points and vocabulary. And finally make sure to write clues in the margin so you understand why you wrote the notes you did. I think that this chapter was helpful in knowing the proper way to mark in your textbook. For me, I always over mark or over-highlight in my books. I think I will attempt to use the strategies outlined in this chapter for textbook marking. Although, I still think I like taking notes instead. It helps me to write down all the information I am learning.
Chapter 5 - TFY - Assumptions Summary
“TFY”: Chapter 5 – Assumptions Summary
This chapter talks about all the different types of assumptions that can and are made. There are conscious and unconscious assumptions, as well as, warranted and unwarranted assumptions. Unconscious and unwarranted assumptions are very similar. These types of assumptions are those based on the unknown.. For example, you make an assumption and the end result is conflict or error. I think a great example that was in the book, is the one about the Catholic university. They agreed to accept a donation from an anonymous source, made contract plans for new buildings, and the donation fell through. So they made the assumption that within a certain amount of time, they would have a lot of money. They spent this money before actually having it, so when the donation did not happen, they ended up in a bunch of debt. I think a lot of people can relate to this type of unconscious or unwarranted assumptions. I think all of us at one time or another has acted and assumed first and then the situation ended in disaster. Conscious or working assumptions are when you strategize or have a theory or have prior knowledge of a custom or agreement. I think we all can relate to this as well. Again, I will refer back to an example I liked in the book. If a friend invited you to their house for dinner, it is safe to assume that you will not have to pay for the meal. I feel that this type of assumption is based more on facts or knowledge. I did learn in this chapter that assuming something and stereotyping are very closely knit together and you have to be careful of that. You should not stereotype when you are making assumptions. Also, in the chapter, it was discussed about assumptions within arguments. When you are arguing a point, you are trying to persuade someone. I learned to always make sure my arguments can be supported by facts or reasoning and that if it is clear, you can see the assumptions made.
This chapter talks about all the different types of assumptions that can and are made. There are conscious and unconscious assumptions, as well as, warranted and unwarranted assumptions. Unconscious and unwarranted assumptions are very similar. These types of assumptions are those based on the unknown.. For example, you make an assumption and the end result is conflict or error. I think a great example that was in the book, is the one about the Catholic university. They agreed to accept a donation from an anonymous source, made contract plans for new buildings, and the donation fell through. So they made the assumption that within a certain amount of time, they would have a lot of money. They spent this money before actually having it, so when the donation did not happen, they ended up in a bunch of debt. I think a lot of people can relate to this type of unconscious or unwarranted assumptions. I think all of us at one time or another has acted and assumed first and then the situation ended in disaster. Conscious or working assumptions are when you strategize or have a theory or have prior knowledge of a custom or agreement. I think we all can relate to this as well. Again, I will refer back to an example I liked in the book. If a friend invited you to their house for dinner, it is safe to assume that you will not have to pay for the meal. I feel that this type of assumption is based more on facts or knowledge. I did learn in this chapter that assuming something and stereotyping are very closely knit together and you have to be careful of that. You should not stereotype when you are making assumptions. Also, in the chapter, it was discussed about assumptions within arguments. When you are arguing a point, you are trying to persuade someone. I learned to always make sure my arguments can be supported by facts or reasoning and that if it is clear, you can see the assumptions made.
Friday, February 6, 2009
Chapter 4 - TFY - Inferences - Summary
“TFY”: Chapter 4 – Inferences – Summary
This chapter explains the difference between inference and fact. Fact is the specific details of something. Fact is the obvious and can be proven or supported by these specific details. When we infer something, we are drawing our own conclusion or making an assumption or a guess about it. This chapter talks about when we are writing we need to concentrate on the facts first; we need to be able to state the obvious. Inference can be very helpful though to connect the dots so to speak when observing something. You just need to be careful not to confuse the facts with what is being inferred. This can be difficult to do. I think for me, when observing something, I am so sure that I know what is going on, that I mistake it for the facts. This is a simple mistake to make. In this chapter we also learn about generalization. This is when you take an individual and place them into a group for example. This is also something that you need to be cautious with. Don’t generalize something too fast. When generalizing you need to make sure these generalizations can be supported by facts.
This chapter explains the difference between inference and fact. Fact is the specific details of something. Fact is the obvious and can be proven or supported by these specific details. When we infer something, we are drawing our own conclusion or making an assumption or a guess about it. This chapter talks about when we are writing we need to concentrate on the facts first; we need to be able to state the obvious. Inference can be very helpful though to connect the dots so to speak when observing something. You just need to be careful not to confuse the facts with what is being inferred. This can be difficult to do. I think for me, when observing something, I am so sure that I know what is going on, that I mistake it for the facts. This is a simple mistake to make. In this chapter we also learn about generalization. This is when you take an individual and place them into a group for example. This is also something that you need to be cautious with. Don’t generalize something too fast. When generalizing you need to make sure these generalizations can be supported by facts.
Thursday, February 5, 2009
Chapter 7 - Using Inference to Implied Main Ideas - Summary
“CRCB” – Chapter 7: Using Inference to Identify Implied Main Ideas – Summary
This chapter is about inference, implied ideas, and recognizing information gaps in what you are reading. I learned that there is more to reading than just seeing and understanding the words written on the page. You need to be able to read something and draw conclusions or make assumptions about what the author is saying. You also need to be able to pick up on an author’s tone, or voice, or attitude in the writing. Picking up on the author’s emotion in what you are reading, will also help you to determine what the author is trying to say (without saying it). I learned that a lot of times the author writes in a way in which they assume they have given enough information for you to already know what they are trying to imply. The author will have gaps in the information you are reading because they assume you will be able to fill in the blanks.
This chapter is about inference, implied ideas, and recognizing information gaps in what you are reading. I learned that there is more to reading than just seeing and understanding the words written on the page. You need to be able to read something and draw conclusions or make assumptions about what the author is saying. You also need to be able to pick up on an author’s tone, or voice, or attitude in the writing. Picking up on the author’s emotion in what you are reading, will also help you to determine what the author is trying to say (without saying it). I learned that a lot of times the author writes in a way in which they assume they have given enough information for you to already know what they are trying to imply. The author will have gaps in the information you are reading because they assume you will be able to fill in the blanks.
Wednesday, February 4, 2009
Chapter 6 - Finding Supporting Details - Summary
“CRCB”: Chapter 6 – Finding Supporting Details – Summary
This chapter tells the importance of different types of details that you will come across when you are reading. There are major supporting details and minor supporting details. The major supporting details are those that help you to better understand what it is that you are reading. Minor supporting details are those that may seem more interesting, but they are less helpful to you. You need to focus more on the major supporting details. Remembering the major details is key to success in understanding your readings and even lectures in class. I think that if you really attempt to use this strategy of focusing on the main point and the major supportive details, you can even do better on tests. This chapter is teaching you a way to focus in on what is important; what information you need to take in and absorb.
This chapter tells the importance of different types of details that you will come across when you are reading. There are major supporting details and minor supporting details. The major supporting details are those that help you to better understand what it is that you are reading. Minor supporting details are those that may seem more interesting, but they are less helpful to you. You need to focus more on the major supporting details. Remembering the major details is key to success in understanding your readings and even lectures in class. I think that if you really attempt to use this strategy of focusing on the main point and the major supportive details, you can even do better on tests. This chapter is teaching you a way to focus in on what is important; what information you need to take in and absorb.
Chapter 5 - Locating Stated Main Ideas Summary
“CRCB”: Chapter 5 - Locating Stated Main Ideas – Summary
In reading this chapter I learned that before you can understand what you are reading you must first be able to identify some information. The first thing you must identify is the author’s main idea. You need to be able to distinguish between general ideas and specific details. As you are reading something, you need to be asking yourself questions the whole time. You need to ask yourself, “what is this about”, “what am I reading”? Asking yourself questions like this and identifying the main idea, the topic and the details, will help you to understand what you are reading much better.
In reading this chapter I learned that before you can understand what you are reading you must first be able to identify some information. The first thing you must identify is the author’s main idea. You need to be able to distinguish between general ideas and specific details. As you are reading something, you need to be asking yourself questions the whole time. You need to ask yourself, “what is this about”, “what am I reading”? Asking yourself questions like this and identifying the main idea, the topic and the details, will help you to understand what you are reading much better.
Tuesday, February 3, 2009
Chapter 3 - TFY - Facts Summary
“TFY”: Chapter 3 – Facts – Summary
This chapter on facts is about just that…. Facts! We learn that the definition of a fact is knowing something with certainty through experience, observation, or measurement. A fact can be objectively shown and verified and people agree that it corresponds to reality. You need to learn how to recognize and verify facts based on what was just said. We also need to be able to distinguish facts from fiction. Fiction is something that is made up, for example, a story someone tells that has no truth behind it. You feelings can also be facts, or at least help you to determine what a fact is. You need to be careful though as you need to pay attention to your attitude along with your feeling. Are you being objective or subjective? There can be social pressures that go along with determining facts. We, as humans, sometimes feel the need to get confirmation from someone else in a certain situation. Confirmation on what we think to be true allows us to feel good about the determination we made. Although we might get a contradiction to our determination of fact from another person; this can create conflict for us. I have learned that there is more to a fact than just what we read or learn or even determine a fact ourselves. There is more depth to facts that we need to consider prior to labeling something a fact. Facts need to be able to be verified, have reliability, plausibility and probability.
This chapter on facts is about just that…. Facts! We learn that the definition of a fact is knowing something with certainty through experience, observation, or measurement. A fact can be objectively shown and verified and people agree that it corresponds to reality. You need to learn how to recognize and verify facts based on what was just said. We also need to be able to distinguish facts from fiction. Fiction is something that is made up, for example, a story someone tells that has no truth behind it. You feelings can also be facts, or at least help you to determine what a fact is. You need to be careful though as you need to pay attention to your attitude along with your feeling. Are you being objective or subjective? There can be social pressures that go along with determining facts. We, as humans, sometimes feel the need to get confirmation from someone else in a certain situation. Confirmation on what we think to be true allows us to feel good about the determination we made. Although we might get a contradiction to our determination of fact from another person; this can create conflict for us. I have learned that there is more to a fact than just what we read or learn or even determine a fact ourselves. There is more depth to facts that we need to consider prior to labeling something a fact. Facts need to be able to be verified, have reliability, plausibility and probability.
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