CRCB Ch. 11

CRCB Ch.14

CRCB Ch.13

CRCB Ch.12

TFY Ch. 11

CRCB Ch.8

TFY Ch.12 Deductive Reasoning

CRCB Ch.10 Textbook Marking and EXERCISE

TFY Ch.10 Fallacies and EXCERCISE

TFY Ch. 9 & Exercise

Summary

In this chapter, it shows the model of good and poor arguments in order to lead toward writing arguments that are well constructed, well supported, and persuasive. You will learn the skills of argument building, argument analysis, and argument evaluation. The skilld of critical analysis will enable you to write more effective arguments yourself, whether in the form of simple letters of complaint or in the longer argumentative essay assignments that appear in this book.
Arguments and reports have a very different objectives and forms, they can be mistaken for one another if their differences are not fully understood.
The main purpose of a report is to offer information; this can be done by offering facts and finding or realating and explaining events. Its objective is not to advocate an opinion. If the situation is controversial, the reporter should present arguments from all side, but not favor one argument or another.
Arguments, on the other hand, do advocate opinions; information may be used to explain an idea, to justify it, or to persuade others to accept that idea. Arguments are not supposed to be neutral but express a position.
A quick method for analyzing an argument is to disassemble its structure, first identifying its conclusion and then separating that statement from the reasons offered to support it.
The analysis of arguments in terms of their reasons and conclusions applies to both inductive and deductive arguments. Reasons include data, evidence, and promises, while conclusions include those deductively drawn as well as hypothesis. The conclusion of ana rgument is the last step in a reasoning process. However, it may be stated at any time during an argument or not at all. Reasons support conclusions. They may be generalizations that could function as conclusions in another context. Once the argument's main conclusion is uncovered, the reasons offered in support becomes clear.
Arguments state and defend a claim in an attempt to persuade. Arguments disguished as reports slant the facts and language toward a bias. Report that only relate events or state facts cannot be analyzed as though they were arguments.
An issue is a topic of controversy upon which positions may be taken. Surrounding each issue are many debate questions.

CRCB Ch.9 PSR and Exercise

Summary

This Chapter is giving you a technique in reviewing on your reading. The technique in using the key to PSR: Preview, Study-Read, Review is purposeful, direct questioning before, during, and after reading. To create effective questions about your reading materials and then answering them, helps to confirm that you have correctly identified main ideas and details.
To previewing a reading assignment is to skimming, develop questions, and predict content from your reading. Study-read stage of reading is to asking and answering questions you develop in the preview stage. Understanding sections, monitor your reading, and determine main ideas.
In the Review stage of reading, oyu ask yourself questions in order to understand what you have read in relation to what you already know about a subject. Steps in reviewing a reading assignment are assess your understanding of entire reading assignments and clarify confusing parts. The PSR technique also requires you to respond to reading by writing in your journal. Commenting in writing will helps you digest and understand an author's ideas and articulate your own.

EXERCISE 9a P.287

Previewing

1. How many Rice Chex are pictured in the crane?
--> 13 Rice Chex

2. What are used for wheels on trucks?
--> Buttons

3. How many vehicles are visible in the picture?
--> 5 vehicles.

4. How many animals are visible in the scene?
--> 1 animal

5. How many items are used to make the mixing truck?
--> 10 items

6. Where is the ice cream cone?
--> On top of the building in the back.

7. Is the stick of gum on the left or right side of the picture?
--> On the right side

8. What items are used to make the plane?
--> 3 items

9.How many trees are in the picture and what is used to make a trees?
--> 4 trees and are made of broccoli

10. How many dice are visible?
--> 8 dice

11. What object is next to the wheelbarrow?
--> A bucket

12. List at least 12 food items that are visible in the picture.
--> cereal, gum, rice chex, bone crackers, waffle, ice cream cone, rice cracker, coffee beans, pretzel sticks, candy cane, broccoli, chocolate.

TFY Ch.7 "EVALUATIONS" & EXERCISE

Summary:

Evaluations make judgements about worth on the basis of standards that may be conscious or unconscious. Evaluations are not facts. Factual reports keep the distinction between facts and evaluations clear. Premature evaluations are hasty evaluations that contain unexamined or faulty support. Feelings and expectations affect both our perceptions and our evaluations. Evaluations are used in advertising and journalism to persuade us, sometimes hypnotically, to make positive associations with products and purchase them. Critical thinking requires that we stay alert to manipulative advertising techniques that are most effective when we can be enticed to enter into a trance state. Propaganda uses many sophisticated manipulative techniques of persuasion. One of these is the use of hidden evaluations. A critical thinker knows how to recognize and detach from he influence of propaganda.

Chapter Exercise ( CHAPTER QUIZ P. 209)

True/False

1. TRUE- Evaluations are not facts but judgements based on conscious or unconscious standards.
2. FALSE- Premature evaluations can result from hasty observing and thinking.
3. TRUE- Opinion can be influenced unawares by the use of highly connotative words.
4. FALSE- Evaluations should never be used in writing reviews, such as of films and books.
5. TRUE- Pepeating evaluations, as is done in advertising, can serve as a hypnotic technique.
6. TRUE- A critical thinker notices when evaluations are substituted for facts, information, and evidence.
7. TRUE- Prior expectations influence perceptions and our evaluation of these perceptions.
8. FALSE- Our first reactions, before we have had time to examine the evidence, are always the most reliable.
9.TRUE- To evaluate wisely, we need to observe and think carefully while also being clear about our standards.
10. TRUE- Many advertisements want us to let them do the evaluating for us.

CRCB Ch.7 Using Inference to Identifiy Implied Main Ideas & Exercise

Summary:

Main idea for this chapter is pointing us not to only read and understand the texts, but also to determine the facts and inference the details from author's point of view. Some author may use only their point of view and emotions on their materials. As we read, we must understand from author's perspective and inference the facts of information wheather we think it's true or false. Reading material requires us to use specific strategies such as detecting author's bias, noting comparisons, and ecgnizing information gaps. We also need to understand how author's purpose, tone, and use of key words and emotive language can be used as clues to his or her implied main idea.

CHAPTER EXERCISE Exercise 7a P.212

Inferring an author's meaning

1. A bird in the hand is worth two in the bush.
--> You are better off keeping what you have than risking losing it in the hope of getting more.

2. A penny saved is a penny earned.
--> This means that we shouldn't spend or waste money, but try to save it.

3. Time heals all wounds.
--> Negative feelings eventually erode away.

4. Give a man a fish and he'll eat for a day. Teach a man to fish, and he'll eat for a lifetime.
--> If you give someone something it only takes care of them for the moment.
But If you teach someone something that someone learns to manage on that something that you taught them.

TFY Ch.6 OPINIONS & EXERCISE

Summary

Opinions can be well substantiated or not. They can be based either on reasons or solely on whim, feelings, emotions, or prejudice. Critical thinker requires that we recognise the difference between responsible and irresponsible opinion and that we distinguish statements based on evidence from statements based on solely feelings. Expert opinion is based on an understanding of evidence and risks in a situation and is important and highly valued. Opinions should not be confused with facts. Arguments consist of supporting opinions; the intent of an argument is to persuade. In essay, a statement of opinion can be the thesis or its principal claim.

EXERCISE (p.178)

Types of opinions:

1.) Judgement - The cookies you baked was so delicious.

2.) Advice - You might want to get a haircut for prom.

3.) Generalization - Europe cars are expensive.

4.) Personal Preference - Most people wear glasses but I wear contact lens.

5.) General Public Sentiment - Earth is running out of water.

CRCB Ch. 6 FINDING SUPPORTING DETAILS & EXERCISE

Summary

Author use details to help readers understand their ideas and arguments. Details are specific pieces of information that serve as the " arms and legs" of the main (body) idea. They are usually presented as facts, opinions, examples, illustrations, explanations, or definitions and are frequently discovered by asking questions such as who? what? when? how? or why? about the main ideas. Major details provide support to the main idea in a reading. Minor details clarify major details. If you are able to distinguish between the major and minor supporting details in a reading passage, it means you have understood what you read. If you have trouble doing so, it's an indication you need to get assistance. It is also a warning that you may have difficulty if you are test on the textbook information, even though you have read the materials.
Being able to identify the main ideas and supporting details will help you evaluate what is the most important and determine what you need to remember for tests.

EXERCISE 6e (p.195)

Internet Exercise

1.) Ironic - coincidental; unexpected

2.) Solemn - characterized by dignified or serious formality, as proceedings

3.) Fable - a story about supernatural or extraordinary persons or incidents; legend

4.) Moral - of, pertaining to, or concerned with the principles or rules of right conduct or the distinction between right and wrong; ethical

CRCB Ch.5 Main Ideas & EXERCISE

Summary:

The ability to locate an author's main idea is key to understanding your reading. In order to see the relationship between the main idea and the details that support it, you must first distinguish between general ideas and more specific ones. The topic is the most general idea. The main idea is the more specific controlling idea of a piece of writing. The details, which are the most specific, support and illustrate the main idea. Some main ideas are stated directly in a reading and are easy to identify. Others are implied, and you must infer their meaning from the reading and then restated them in your own words.

EXERCISE 5f (p.154)

General and Specific Statements

1. (B) The Catholic and Jewish religions have many followers.

2. (B) The black widow is a venomous spider with an hourglass-shaped red mark on the underside of its abdomen.

3. (A) The first two years of a child's life are known as the period of sensorimotor intelligence.

4. (B) The fatty tissue in our body supports organs, pads them from injury, and helps the body to retain heat.

5. (B) A hasty generalization occurs when a conclusion is reached based on a very limited sample of evidence.

6. (B) "Spider man" is a video game that can be played on Game Cube.

TFY Ch.5 Assumptions & EXERCISE

Summary:

Assumptions is something we take for granted, something we accept prematurely as being true, something we do not check out carefully. Assumptions can be conscious or unconscious, warranted or unwarranted. They can lead to faulty reasoning and can be useful tools for problem solving. One form of hidden assumptions is stereotypes. Another is value assumptions, or basic unexamined beliefs that unconsciously influence our thinking. Arguments are the use of reasoning to defend an idea or to persuade someone else to believe in the idea.

EXERCISE P. 145

Defining Assumption

1.) Assumption - something taken for granted

2.) Assumption - Recognized as such after circumstances revealed their errors

TFY Ch. 4 Inferences & EXERCISE

SUMMARY

Infer means to derive by reasoning, to conclude, and to guess. When we infer, we use our imagination or reasoning to provide explanation for situations in which all the facts are either not available or not yet determined.
Taking the time to find the right words to describe the obvious and abandoning inferences drawn too hastily that cannot be supported.
Reasonable inferences can be used in descriptive writing to tie facts together. Care must be taken to distinguish facts from inferences, nevertheless.
Inferences tend to build on inferences chains of association. Unless each inferences is tested for its support of evidence, a series of inferences can mislead us into flights of imagination, away from reliable knowledge.
Facts and inferences are linked together through generalizations. Facts have little significance in themselves until generalizations or laws can be derived from them.

EXERCISE P.107

Defining Infer

1.) Reasoning - That which is offered in argument; proofs or reasons when arranged and developed; course of argument.
2.) Conclusion - the last main division of a discourse, usually containing a summing up of the points and a statement of opinion or decisions reached.
3.) Guess - to estimate or conjecture correctly.
4.) Explanation - a statement made to clarify something and make it understandable
5.) Imagine - To picture the imagaes in our mind by information that was giving.
6.) Infer - to bring in, to carry.
7.) Inference - the process of deriving the strict logical consequences of assumed premises.
8.) Interpret - to translate into language.

CRCB CH.4 Manage Your Reading Time & EXERCISE

Comprehension should be your main reading goal, not how fast you read. Develop a general study schedule that shows specifically when you plan to study for each class and for how long. Choose the times you study bases on when you are most alert, and determine the length of each study session using your reading averages for the subjected you are taking. Some classes will require more hours of study than others, and the amounts of time you need to aside can vary from week to week depending on the complexity of the material for a specific course.
Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week. After using a study schedule and daily reading plan for several weeks, you will find that that you begin to complete your reading assignments on time. Your reading comprehension will also improve, and you may even read little faster. The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing, or rereading, sub vocalizing, pacing.

Reflection:

I often read over and over again and making a mark on important subject or the part that I do not understand so when I skim through it again I'll know exactly what to focus on. It is good for a review as well. I don't like to read it too fast because it won't go in my head. I felt like it went thru and I don't really remember anything. I like to take time to make sure that I understand everything, because if I understand my reading very well, it will makes me enjoy and makes me want to read more!

EXERCISE ( POST TEST ) P.129 part 1

1.) EFFICIENT READING - (D) Comprehending text at an appropriate reading rate.
2.) SPEED-READING - (F) Reading groups of words instead of individual words.
3.) CRITICAL READING -(A) Thinking about what you are reading.
4.) SKIMMING - (G) Reading only some of the words.
5.) REGRESSING - (B) Rereading
6.) SUBVOCALIZING - (E) Reading aloud.
7.) PACING - (C) Using your finger to guide your reading.

CRCB Ch.3 Memory & EXERCISE

Remembering What You Read >CRCB Ch.3 Summary<

Memory is the process pf storing and retrieving information. You will have difficulty remembering what you read if you do not know the stages in the memory process, and purposely use strategies at each stage to ensure that newly learned information becomes permanently stored. The single most important aspect of memory is understanding what you are trying to remember. It is difficult, if not impossible, to remember concepts you do not understand.
The three primary stages in the memory process are sensory, shot-term, and long-term memory. Specific strategies you can use to enhance you sensory memory include the following: reading your text aloud, drawing from what you've learned, acting in front of mirror or class of what you've learned. chuncking is an effectiveness strategy for organizing and remembering new information so that it remains in your short-term memory long enough to transfer into your long-term memory. In order to permanently store new information you can use strategies such as organizing newly learned information, mastering difficult vocabulary, creating a memory matrix, connecting new information with information you already know.

Reflection:

I have a very short memory. I often forget things real fast especially if I didn't really pay attention. I have to make a notes for myself as I study or read all the time. I like to make a connection to it because it's really help with my memorization. The more I understand it, the more I can memorized it!

EXERCISE 3e SET 1 (P.82)

1.) Name a bird beginning with the letter B = Bluejay
2.) Name an animal beginning with the letter C = CAT
3.) Name a fruit beginning with the letter P = PINEAPPLE
4.) Name a metal beginning with the letter I = IRON
5.) Name a country beginning with the letter G = GERMANY
6.) Name a boy's name beginning with the letter M = MIKE
7.) Name a girl's name beginning with the letter J = JESSICA
8.) Name a weapon beginning with the letter S = SCISSOR
9.)Name a vegetable beginning with the letter P = Parsley
10.) Name a flower beginning with the letter P = Peony

TFY Ch.3 FACT & Exercise

By definition, a fact is something known with certainty through experience, observation, or measurement. A fact can be objectively demonstrated and verified. A fact is something that people agree corresponds to reality.
It is not easy for us to determine whether facts correspond to reality. This can only be determined over time with repeated feedback and testing.
The difference between facts and fiction does matter. Feelings are facts; they can distort or enhance our perceptions, depending on how conscious we are of their presence. Facts are not absolutes but statements of probability. Because we are dependent on confirmation from others in our search for facts, social pressures can lead us to distrust out own perceptions.

EXERCISE P. 76

DEFINITIONS FOR FACTS

1.) Know - Something that we've learned or familiar with our knowledge.
2.) Certain - Not to be doubted or denied; established as a fact.
3.) Verified - Something that can be tested and have a record of.
4.) Existence - Something that's already there.
5.) Real - Actually being or existing; not fictitious or imaginary; TRUE
6.) Fact - Something can identified as true, real, testimony, record with visual evidence that it is existing.

TFY Ch.1 & EXERCISE (Mango Observation) p.21

MANGO:
The mango is known as the king of
tropical fruit, and one of the most
commonly eaten fruits in tropical
countries around the world.
• Mangos are an excellent source
of vitamin A and C.
• Mango trees will grow up to 60
feet tall and may live up to 300
years.
• There are over a 1,000 different
varieties of mango.
• Mangos belong to the
Anachardiaceae which include
cashew and pistachio nuts.
• The Sanskrit word for mango
means ‘of the people’.
• The paisley motif is a design
from India based on the shape
of the mango.
• A mango is a clingstone fruit,
meaning the fl esh clings to the
stone.
To cut up a mango, slice off the cheeks on either side of the seed. With a small, sharp knife, score the inside of each cheek. Spoon out the scored pieces, or push the skin of the mango inwards to make the scored bits pop out, and bite them off directly. This is quite messy but effective; be sure to provide lots of napkins, or eat the fruit over a sink.

Resource:
http://www.hawthorne.k12.ca.us/ourpages/auto/2009/7/28/58830968/Color%20Me%20Insert%20Mango.pdf

TFY Ch. 2 Words Precision & EXERCISE

Sumarry:

Words give form to our thoughts so that we can make use of them. Words enable us to communicate with others and ourselves. Knowing words for things and experiences helps us see and perceive more. Clear thinking depends on a clear understanding of the words we use. Word confusion leads to less consciousness, or disequilibrium, which can only be restored through word clarification. Definitions set boundaries for words ideas and shows us their specific and general characterisitcs and how they are related to or distinguished from one another. Dictionary definitions shows us the agreements that society has made about a word's meaning. Also compose our own personal or stipulative definitions of experiencesor compose persuasive definitions to sway the opinions of others.

EXERCISE P.51

Word Boundaries

1.)
TERM: SCISSORS
CLASS: A cutting tools
CHARACTERISTICS: Has 2 blades, each with a loop handle, joined by a swivel pin.

2.)
TERM: MAILBAG
CLASS: A large bag used by mail carriers for carrying mail, usually
CHARACTERISTICS: A large canvas sack used for transporting mail.

3.)
TERM: MOPPET
CLASS: A doll girl
CHARACTERISTICS: Toy, dolls, represent a little girl

4.)
TERM: NOVEMBER
CLASS: A month in calendar year
CHARACTERISTICS: A month contains 30 days

5.)
TERM: PNEUMONIA
CLASS: A symptom, disease
CHARATERISTICS: An infection of one or both lungs which is usually caused by bacteria, viruses, or fungi.

6.)
TERM: CAT
CLASS: Animal
CHARACTERISTICS: Small animals with fur, long tails, and sounds "meow meow"

CRCB CH.1 READING & EXCERCISE

What is reading?

- Form of communication using written language.
- Two-way communication between an author and a reader.
- Interpretation and understanding.
- Reading is process (processes).
- Reading is thinking.


Reading- is an active process that depends on both an author's ability to convey meaning using words and your ability to create meaning from them.

Journal- Helps you to think on paper about what you have read, to identify what you do (and do not) understand, and to explore how you think.
- Your entries will help you determine what you have learned and what is still unclear to you.


I. CONCENTRATION

A. Skills than can be learned with patience and perserverance.
B. Ability to focus exclusively on a project and to ignore all else.


II. LEARNING STYLES

A. AUDITORY

1) Listening to tapes
2) Tape notes
3) Speak about your subject
4) Sound out words
5) Read aloud
6) Talking and listening with partners

B. VISUAL

1)Use guide imagery
2)Form pictures in your mind
3)Use notebook, Photograph, drawing, mind maps
4)Use study cards
5)Watch movies on subjests
6)Underlines or marks in colors

C. KINESTHETIC

1)Pace as you study
2)Role play
3)Practice by repeated motion
4)Stretch and move in your chair
5)Dance as you study




III. 7 Tips for creating a sucessful study environmental.

A. Do not read in your bed; you will fall asleep quickly.
B. Avoid reading in public; you will get distract, interupted, and annoying.
C. Be comfortable when you are reading, but not too comfortable.
D. Read in area with enough light; otherwise, you will get tired quickly.
E. Prepare enough material before reading so then you won't get distract by looking for it while reading it.
F. Turn off television.
G. Try not to answer any phone calls. Let them leave you a message.

EXCERCISE 1a (P.9)

Concentration Survey (yes/no)

1. YES --> I know that concentration is a skill that can be learned.
2. YES --> I have a study area, complete with study supplies, and this area is used only for studying.
3. YES --> I try to concentrate as I read, but my mind usually drifts to other things.
4. YES --> If i get angry, I am unable to concentrate on my reading.
5. NO --> I know how to minimize all distractions.
6. YES --> I cannot read unless my house, or study environment, is immaculate.
7. NO --> I have a system to let others know when I am reading and that I do not want to be disturbed.
8. YES --> I lose concentration easily when I am bored with what I'm reading.

"ANALYSIS" CRCB CH.2

WORDS PARTS ANALYSIS

ROOTS
A word's root is the most basic part, or building blocks. It is as fundamental to a word's meaning as a root is to a plant.

PREFIXES
Attaching a prefix to the front of a word changes its meaning. Different prefixes will change the meaning in different ways.

SUFFIXES
Suffixes are word parts that are added tot he end of a word. They consist of one or more letters and usually don't change the meaning of a word as much as prefixes do, although they can change word to the present, past, or future tense.

Resource:
Critical Reading for College and Beyond /P.41-45

Where do I stand?

Where do I stand with regard to criticla thinking?

FEET:

From my experience, I am pretty much opened minded to anything in this world! I always want to learned, hear, know, and see different sides of point of views from others! It helps me sees bigger and take advantage of that into my life situation!

STOMACH:

One thing that really upsets me about criticalthinking is too many opinions makes people argue all the time! As the matter of facts, people tend to share their only sides of opinion. As for some people ple they don't really opened minded to others and sees the other side of what they actually never seen or thought of it before!

HEART:

The most lovable idea about critical thinking for me is that I like to listen about things that I never know about! It helps makes my sees different side of opinions! I like to share stories, opinions, and learn more new things that I never know before!

HANDS:

What I feels about critical thinking is that critical thinking can sometimes helps people sees different sides of story, but sometimes can also makes people argue! sometimes it makes violense as well!

EARS:

What I hear alot about critical thinking are all from politics in Thailand right now! Its makes people fight. Other than that I don't really hear anything!

EYES:

I sees that critical thinking to me its just a subject for people to talk and discuss about. Things that we didn't thought about before!

BRAIN:

What I think about critical thinking is that its the way to share people's opinions. Is one of the communication way to express their thoughts and feeling for others to understand!