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