Chapter 11 CRCB
Reading, Understanding, and Creating Visual Aids
Summary
Visual aides help the reader better understand the material. There are many different types of visual aides. A few examples are Charts and tables, diagrams, illustrations, graphs, time lines and outlines. You will find that when creating your own visual aide, you must first have a good understanding and be able to organize and prioritize the information, then put it in a logical format.
Chapter 11 CRCB
Reading, Understanding, and Creating Visual Aids
Exercise 11c
Reading Illustrations
What is the purpose of the visual?
To show the brain activity while sleeping.
What parts of the brain are active during sleep, according to Figure 11-2?
Complex visual processing
Attention
Emotion
Memory formation
Arousal
According to Figure 11.2, which part(s) of the brain is inactive during sleep?
Motivation
Tuesday, November 18, 2008
Monday, November 17, 2008
Chapter 10 CRCB Summary and Exercise
CRCB
Chapter 10
Textbook Marking
Summary
Textbook marking can be very beneficial to students and can aid in learning. It is a way of marking, highlighting and underlining text in order to differentiate things that are important. The three basic markings you should make in your textbook should identify the main idea, important details, and vocabulary. Margin cues are symbols or notations written in the margins indicating what was marked and why. A list of common margin cues symbols used are “def” for Vocabulary/Definitions, “MI” for Main idea and “ID” for Important detail. You can develop your on personalized system as long as it is consistent and works for you.
CRCB
Exercise 10a
Identifying What’s Important.
Read the following excerpt, and highlight (bold) the main ideas and underline the major supporting details. Circle (italicize) the word clues that helped you identify the major supporting details.
What Do Scientists Do?
Scientists collect scientific data, or facts, by making observations and taking measurements, but this is not the main purpose of science. As French scientist Henri Poincare put it, “Science is built up of facts, but a collection of facts is no more science than a heap of stones is a house.”
Scientists try to describe what is happening in nature by organizing data into a generalization or scientific law. Thus, scientific data are stepping stones to a scientific law, a description of the orderly behavior observed in nature – a summary of what we find happening in nature over and over in the same way. For example, after making thousands of measurements involving changes in matter, chemists concluded that in any physical change (such as converting liquid water to water vapor) or any chemical change (such as burning coal) no matter is created or destroyed. This summary of what we always observe in nature is called the law of conservation of matter, as discussed in more detail later in this chapter.
Scientists then try to explain how or why things happen the way a scientific law describes them. For example, why does the law of conservation of matter work? To answer such questions, investigators develop a scientific hypothesis, an educated guess that explains a scientific law or certain scientific facts. More than 2,400 years ago Greek philosophers proposed that all matter is composed of tiny particles called atoms, but they had no experimental evidence to back up their atomic hypothesis. Scientists, also develop and use various types of scientific models to simulate complex processes and systems. Many are mathematical models that are run and tested using computers.
Chapter 10
Textbook Marking
Summary
Textbook marking can be very beneficial to students and can aid in learning. It is a way of marking, highlighting and underlining text in order to differentiate things that are important. The three basic markings you should make in your textbook should identify the main idea, important details, and vocabulary. Margin cues are symbols or notations written in the margins indicating what was marked and why. A list of common margin cues symbols used are “def” for Vocabulary/Definitions, “MI” for Main idea and “ID” for Important detail. You can develop your on personalized system as long as it is consistent and works for you.
CRCB
Exercise 10a
Identifying What’s Important.
Read the following excerpt, and highlight (bold) the main ideas and underline the major supporting details. Circle (italicize) the word clues that helped you identify the major supporting details.
What Do Scientists Do?
Scientists collect scientific data, or facts, by making observations and taking measurements, but this is not the main purpose of science. As French scientist Henri Poincare put it, “Science is built up of facts, but a collection of facts is no more science than a heap of stones is a house.”
Scientists try to describe what is happening in nature by organizing data into a generalization or scientific law. Thus, scientific data are stepping stones to a scientific law, a description of the orderly behavior observed in nature – a summary of what we find happening in nature over and over in the same way. For example, after making thousands of measurements involving changes in matter, chemists concluded that in any physical change (such as converting liquid water to water vapor) or any chemical change (such as burning coal) no matter is created or destroyed. This summary of what we always observe in nature is called the law of conservation of matter, as discussed in more detail later in this chapter.
Scientists then try to explain how or why things happen the way a scientific law describes them. For example, why does the law of conservation of matter work? To answer such questions, investigators develop a scientific hypothesis, an educated guess that explains a scientific law or certain scientific facts. More than 2,400 years ago Greek philosophers proposed that all matter is composed of tiny particles called atoms, but they had no experimental evidence to back up their atomic hypothesis. Scientists, also develop and use various types of scientific models to simulate complex processes and systems. Many are mathematical models that are run and tested using computers.
Chapter 9 and 10 Summary and Exercises TFY
Chapter 9 Argument:
What’s a Good Argument?
1 Reason 1. Students who want well-paying careers upon graduation should train themselves to be computer programmers. Most cities are full of advertisements for computer programmers.
1 Reason 2. By the study of different religions we find that in essence they are one. All are concerned with revelations or breakthrough experiences that can redirect lives and empower them toward good.
2 Reason 3. I am not pro-abortion at all. I think that people nowadays use abortion as an easy form of birth control. It’s also against my religion.
1 Reason 4. Guns kill people; that’s why handguns should be banned.
1 Reason 5. Deep fat frying can greatly increase the calories of foods such as fish, chicken, and potatoes. Therefore, it is better to bake, boil, or steam foods.
2 Reason 6. “It is important that individual citizens equip themselves with a baloney detection kit to determine whether politicians, scientists, or religious leaders are lying – it’s an important part of becoming a citizen of the world.” (Carl Sagan)
3 Reason 7. America should put a freeze on immigration. Its first duty is to take better care of its own disadvantaged, poor, and unemployed.
0 Reason 8. America boasts about its wealth and prosperity as the world’s most competitive economy. Yet its citizens are told there is not enough money for health care, environmental protection, for parks, safety nets for the poor and elderly, or public funding for the arts. Isn’t there something wrong with this picture?
3 Reason 9. “If nothing happened, if nothing changed, time would stop. For time is nothing but change. It is change that we perceive occurring all around us, not time. In fact, time doesn’t exist.” (Julian Barbour, British physicist)
2 Reason 10. I don’t drink because alcohol gives me a brief high followed by a longer depression.
Chapter 10 SUMMARY
Fallacies:
What’s a Faulty Argument?
A fallacy is something that is not true. Fallacies are intentional manipulation and can present itself as reasonably sound when in truth, it is not. There are three types of Fallacies of Trickery. Trickery with Language includes word ambiguity, misleading euphemisms and prejudicial language. Trickery with Emotions includes Appeal to Fear, Pity, False Authority, Bandwagon and Appeal to Prejudice. Trickery with Distraction involves Red Herring, Pointing to Another Wrong, Straw Man and Circular Reasoning.
Chapter 10 Exercise page 279
Identify the ambiguous words in the following sentences by underlining the words.
All ingredients in this ice cream are natural and nutritious.
These pies are made from locally grown cherries and have that old-fashioned country taste.
Ace aspirin provides relief up to eight hours.
Ida Insect Spray helps fight mosquitoes.
Tony’s Tonic helps you feel and look ten years younger.
You can save as much as 1 quart of oil a day.
Wear a jacket that has the feel of leather.
Cults enslave people.
The federal government has too much power.
You should be willing to do anything for love.
What’s a Good Argument?
1 Reason 1. Students who want well-paying careers upon graduation should train themselves to be computer programmers. Most cities are full of advertisements for computer programmers.
1 Reason 2. By the study of different religions we find that in essence they are one. All are concerned with revelations or breakthrough experiences that can redirect lives and empower them toward good.
2 Reason 3. I am not pro-abortion at all. I think that people nowadays use abortion as an easy form of birth control. It’s also against my religion.
1 Reason 4. Guns kill people; that’s why handguns should be banned.
1 Reason 5. Deep fat frying can greatly increase the calories of foods such as fish, chicken, and potatoes. Therefore, it is better to bake, boil, or steam foods.
2 Reason 6. “It is important that individual citizens equip themselves with a baloney detection kit to determine whether politicians, scientists, or religious leaders are lying – it’s an important part of becoming a citizen of the world.” (Carl Sagan)
3 Reason 7. America should put a freeze on immigration. Its first duty is to take better care of its own disadvantaged, poor, and unemployed.
0 Reason 8. America boasts about its wealth and prosperity as the world’s most competitive economy. Yet its citizens are told there is not enough money for health care, environmental protection, for parks, safety nets for the poor and elderly, or public funding for the arts. Isn’t there something wrong with this picture?
3 Reason 9. “If nothing happened, if nothing changed, time would stop. For time is nothing but change. It is change that we perceive occurring all around us, not time. In fact, time doesn’t exist.” (Julian Barbour, British physicist)
2 Reason 10. I don’t drink because alcohol gives me a brief high followed by a longer depression.
Chapter 10 SUMMARY
Fallacies:
What’s a Faulty Argument?
A fallacy is something that is not true. Fallacies are intentional manipulation and can present itself as reasonably sound when in truth, it is not. There are three types of Fallacies of Trickery. Trickery with Language includes word ambiguity, misleading euphemisms and prejudicial language. Trickery with Emotions includes Appeal to Fear, Pity, False Authority, Bandwagon and Appeal to Prejudice. Trickery with Distraction involves Red Herring, Pointing to Another Wrong, Straw Man and Circular Reasoning.
Chapter 10 Exercise page 279
Identify the ambiguous words in the following sentences by underlining the words.
All ingredients in this ice cream are natural and nutritious.
These pies are made from locally grown cherries and have that old-fashioned country taste.
Ace aspirin provides relief up to eight hours.
Ida Insect Spray helps fight mosquitoes.
Tony’s Tonic helps you feel and look ten years younger.
You can save as much as 1 quart of oil a day.
Wear a jacket that has the feel of leather.
Cults enslave people.
The federal government has too much power.
You should be willing to do anything for love.
Chapter 9 CRCB Summary and Exercise
Chapter Nine Summary
Using Preview, Study-Read, and Review (PSR) Strategies
CRCB
Preview, Study-Read, Review (PSR) allows you to question the reading before, during and after. By doing so, you establish a purpose for reading, a framework that holds new information, reaction and you read more closely looking for the answers.
In previewing, you can get a sense of how difficult the reading is and can predict how much time would be needed. There are three steps to previewing:
1. Skim the reading – read quickly, focus on titles, intro and summary.
2. Develop questions – who, what, when, why, where and how.
3. Predict content – what is it about.
Study-Read Stage of Reading involves the following steps:
1. Read and ask questions
2. Understand
3. Monitor
4. Main Ideas
Review Stage of Reading involves asking questions to ensure your understanding of the reading and the second step clarifies the confusing parts. It is during this section you would summarize, paraphrase and pick out the major supporting details.
Chapter Nine CRCB
Exercise, Practice with Reading Passage Page 304
1. Gay (Summary of the story)
This is the story of a young man coming home to die. In this home he felt trapped. He was not able to be himself. Mainly because of the relationship he had with his parents. He couldn’t talk to his parents about being gay. His parents would much rather believe he was a heroin addict than a homosexual.
It was not revealed in the newspaper what had killed this young man. He had died of Aids. His parents didn’t figure out he was gay until his death. Even the day of his funeral when a friend was helping with the dishes, after losing her temper, said, “He’s Gay”, the mother refused to listen. She covered her ears with her soapy hands in an attempt to ward off the words.
Some parents are not willing to accept the truths about their homosexual children. In this story, the parents did not know anything about homosexuals. The writer of this story has thought about this a lot. She is the mother of sons. She believes she could live with having a son who is a homosexual. Her biggest fear would be having a son who didn’t feel comfortable enough to tell her.
The mother of the young man mourned her son’s death mainly because she really didn’t know who he was. She spent too much of her time wondering “what he was”.
We often find things we hate about our children and the decisions they make, such as marriages, careers, sexual orientation. We state that we will never accept those things not realizing how long never really is and the impact it can have on our lives once our loved ones are no longer with us.
2. What was the main idea of the reading passage?
a. Certain lifestyles can cause irreparable damage to the body, and parents have the responsibility to guide their children away from such lifestyles.
b. Parents should take the time today to deal with things they can’t accept about their children, or they may never get the chance to develop nurturing and sustaining relationships with them.
c. Parents should consider joining support organizations to help them cope and learn more about their children’s lifestyles, such as the Parents of Gay Children (PGC).
d. A young man came home to die
3. When the author talks about never, what does she mean about its terrible endless power when she says, “Perhaps much longer than we intended, deep in our hearts, when we first invoked its terrible endless power.”
a. You don’t know what you’ve got till it’s gone.
b. Don’t invoke spirits you can’t handle.
c. Sometimes we think we will have time later to deal with problems we don’t want to deal with today.
d. We can never change who we are.
4. What was the problem no one wanted to discuss at the young man’s home?
a. He was gay.
b. He dropped out of college.
c. He died of cancer.
d. He was a womanizer.
5. Why didn’t anyone want to talk about his illness with his parents?
a. They were too embarrassed to discuss AIDs, because it was a disease associated with homosexuals.
b. His parents weren’t close to anyone in the small town.
c. The neighbors were very angry with the parents for not accepting the boy for who he was.
d. His parents were very ill.
6. Why do you think the young man disliked his home town so much?
a. It was boring.
b. The author doesn’t really say why the young man disliked his home town.
c. He felt trapped and unable to be himself.
d. He was unable to find a job of choice.
7. In addition to being gay, list three things for which people are sometimes ostracized in cultures:
Religious beliefs, Handicaps, Political beliefs
Using Preview, Study-Read, and Review (PSR) Strategies
CRCB
Preview, Study-Read, Review (PSR) allows you to question the reading before, during and after. By doing so, you establish a purpose for reading, a framework that holds new information, reaction and you read more closely looking for the answers.
In previewing, you can get a sense of how difficult the reading is and can predict how much time would be needed. There are three steps to previewing:
1. Skim the reading – read quickly, focus on titles, intro and summary.
2. Develop questions – who, what, when, why, where and how.
3. Predict content – what is it about.
Study-Read Stage of Reading involves the following steps:
1. Read and ask questions
2. Understand
3. Monitor
4. Main Ideas
Review Stage of Reading involves asking questions to ensure your understanding of the reading and the second step clarifies the confusing parts. It is during this section you would summarize, paraphrase and pick out the major supporting details.
Chapter Nine CRCB
Exercise, Practice with Reading Passage Page 304
1. Gay (Summary of the story)
This is the story of a young man coming home to die. In this home he felt trapped. He was not able to be himself. Mainly because of the relationship he had with his parents. He couldn’t talk to his parents about being gay. His parents would much rather believe he was a heroin addict than a homosexual.
It was not revealed in the newspaper what had killed this young man. He had died of Aids. His parents didn’t figure out he was gay until his death. Even the day of his funeral when a friend was helping with the dishes, after losing her temper, said, “He’s Gay”, the mother refused to listen. She covered her ears with her soapy hands in an attempt to ward off the words.
Some parents are not willing to accept the truths about their homosexual children. In this story, the parents did not know anything about homosexuals. The writer of this story has thought about this a lot. She is the mother of sons. She believes she could live with having a son who is a homosexual. Her biggest fear would be having a son who didn’t feel comfortable enough to tell her.
The mother of the young man mourned her son’s death mainly because she really didn’t know who he was. She spent too much of her time wondering “what he was”.
We often find things we hate about our children and the decisions they make, such as marriages, careers, sexual orientation. We state that we will never accept those things not realizing how long never really is and the impact it can have on our lives once our loved ones are no longer with us.
2. What was the main idea of the reading passage?
a. Certain lifestyles can cause irreparable damage to the body, and parents have the responsibility to guide their children away from such lifestyles.
b. Parents should take the time today to deal with things they can’t accept about their children, or they may never get the chance to develop nurturing and sustaining relationships with them.
c. Parents should consider joining support organizations to help them cope and learn more about their children’s lifestyles, such as the Parents of Gay Children (PGC).
d. A young man came home to die
3. When the author talks about never, what does she mean about its terrible endless power when she says, “Perhaps much longer than we intended, deep in our hearts, when we first invoked its terrible endless power.”
a. You don’t know what you’ve got till it’s gone.
b. Don’t invoke spirits you can’t handle.
c. Sometimes we think we will have time later to deal with problems we don’t want to deal with today.
d. We can never change who we are.
4. What was the problem no one wanted to discuss at the young man’s home?
a. He was gay.
b. He dropped out of college.
c. He died of cancer.
d. He was a womanizer.
5. Why didn’t anyone want to talk about his illness with his parents?
a. They were too embarrassed to discuss AIDs, because it was a disease associated with homosexuals.
b. His parents weren’t close to anyone in the small town.
c. The neighbors were very angry with the parents for not accepting the boy for who he was.
d. His parents were very ill.
6. Why do you think the young man disliked his home town so much?
a. It was boring.
b. The author doesn’t really say why the young man disliked his home town.
c. He felt trapped and unable to be himself.
d. He was unable to find a job of choice.
7. In addition to being gay, list three things for which people are sometimes ostracized in cultures:
Religious beliefs, Handicaps, Political beliefs
Monday, November 3, 2008
Chapter 8 Summaries and Exercises (both books)
Thinking for Yourself
Chapter 8
Viewpoints: What’s the Filter?
Summary
In critical thinking, one should carefully examine viewpoints, understanding that if taken as reality, the viewpoints of others would not be considered. One should look at biases and the context in which viewpoints are taken. In literature, there are many points of views in which the story can be delivered, such as a first-person narrative or third person. The author must decide which viewpoint he will use in order to shape his story. Viewpoints can be conscious or unconscious. Jean Piaget believes that children under the age of seven experience egocentrism, seeing no other viewpoint than their own. Other examples of self identification viewpoints are ethnocentrism and religiocentrism. Through media reporting, quite often viewpoints can be hidden by the way an editor use layout design, placements, etc.
Building Arguments
Viewpoints
Much has been said of what you term Civilization among the Indians. Many proposals have been made to us to adopt your laws, your religion, your manners, and your customs. We do not see the propriety of such a reformation. We should be better pleased with beholding the good effects of these doctrines in your own practices than with hearing you talk about them, or of reading your newspapers on such subjects. You say, “Why do not the Indians till the ground and live as we do?” May we not ask with equal propriety, “Why do not the white people hunt and live as we do?”
(Old Tassel of the Cherokee tribe, 1777)
1. What argument is Old Tassel refuting?
Old Tassel is simply stating that there are two viewpoints here, that of the Indians and White people. He is not completely sold on the idea that he should give up his way of life based on another’s viewpoint.
2. Given what you know about U.S. history from 1777 to the present, was Old Tassel’s viewpoint heard or understood by the white men?
No it was not. The Indians were considered uncivilized. They were not respected as an indigenous, well developed group completely capable of survival on their own native land. The white men have taken full control of land that was once occupied by the Indians.
3. How can you explain that Old Tassel could describe and compare the two opposing viewpoints while the white men only saw their own?
Old Tassel implies that after receiving the proposals offered by the white men, they see no reason to conform to their ideas and way of life. He made the comparison in the end asking “Why do not the white people hunt and live as we do?”
Critical Reading for College and Beyond
Chapter 8
Textbook Methods of Organization
Summary
Authors use methods of organization for the purpose of presenting information in a logical format. We as students can benefit in our studies by recognizing the organizational patterns being used.
Organizational word clues (OWC’s) reveal organization and patterns of the readings. Textbook methods of organization include the following:
Listing – shows steps, events or ideas chronologically.
OWC’s first, second, first of all, secondly, finally.
Analysis – breaks concept down presenting basic elements.
OWC’s – features, types, one way, classes, functions
Cause/Effect – shows why, the effects and outcome of event.
OWC’s – since, as a result of, therefore, because, may be due to, consequently
Comparison/Contrast – shows similarities and differences.
OWC’s – however, on the other hand, like, yet, although
Definition/Example – clarifies meaning
OWC’s – defined as, another meaning, is, also referred to as…..
Sequence – shows chronological order of events
OWC’s – first, second, then, next, following, order of events, steps
Exercise 8e page 261
Definition/Example
Read the following, underline the definition/example OWCs. Identify the topic and main idea of the reading passage.
To solve this problem, psychologists typically use a procedure in which all participants receive a treatment, but those in the control group actually receive a placebo treatment. A placebo is a bogus treatment, such as a pill, “drug,” or other substance without any significant chemical properties or active ingredient.
Topic: Control Group Treatments
Main idea: Those in the control group actually receive a placebo treatment.
Question #1 What is a placebo
Visual representation Placebo -
Bogus Treatment - 1. Pill 2. drug 3. other substance
Chapter 8
Viewpoints: What’s the Filter?
Summary
In critical thinking, one should carefully examine viewpoints, understanding that if taken as reality, the viewpoints of others would not be considered. One should look at biases and the context in which viewpoints are taken. In literature, there are many points of views in which the story can be delivered, such as a first-person narrative or third person. The author must decide which viewpoint he will use in order to shape his story. Viewpoints can be conscious or unconscious. Jean Piaget believes that children under the age of seven experience egocentrism, seeing no other viewpoint than their own. Other examples of self identification viewpoints are ethnocentrism and religiocentrism. Through media reporting, quite often viewpoints can be hidden by the way an editor use layout design, placements, etc.
Building Arguments
Viewpoints
Much has been said of what you term Civilization among the Indians. Many proposals have been made to us to adopt your laws, your religion, your manners, and your customs. We do not see the propriety of such a reformation. We should be better pleased with beholding the good effects of these doctrines in your own practices than with hearing you talk about them, or of reading your newspapers on such subjects. You say, “Why do not the Indians till the ground and live as we do?” May we not ask with equal propriety, “Why do not the white people hunt and live as we do?”
(Old Tassel of the Cherokee tribe, 1777)
1. What argument is Old Tassel refuting?
Old Tassel is simply stating that there are two viewpoints here, that of the Indians and White people. He is not completely sold on the idea that he should give up his way of life based on another’s viewpoint.
2. Given what you know about U.S. history from 1777 to the present, was Old Tassel’s viewpoint heard or understood by the white men?
No it was not. The Indians were considered uncivilized. They were not respected as an indigenous, well developed group completely capable of survival on their own native land. The white men have taken full control of land that was once occupied by the Indians.
3. How can you explain that Old Tassel could describe and compare the two opposing viewpoints while the white men only saw their own?
Old Tassel implies that after receiving the proposals offered by the white men, they see no reason to conform to their ideas and way of life. He made the comparison in the end asking “Why do not the white people hunt and live as we do?”
Critical Reading for College and Beyond
Chapter 8
Textbook Methods of Organization
Summary
Authors use methods of organization for the purpose of presenting information in a logical format. We as students can benefit in our studies by recognizing the organizational patterns being used.
Organizational word clues (OWC’s) reveal organization and patterns of the readings. Textbook methods of organization include the following:
Listing – shows steps, events or ideas chronologically.
OWC’s first, second, first of all, secondly, finally.
Analysis – breaks concept down presenting basic elements.
OWC’s – features, types, one way, classes, functions
Cause/Effect – shows why, the effects and outcome of event.
OWC’s – since, as a result of, therefore, because, may be due to, consequently
Comparison/Contrast – shows similarities and differences.
OWC’s – however, on the other hand, like, yet, although
Definition/Example – clarifies meaning
OWC’s – defined as, another meaning, is, also referred to as…..
Sequence – shows chronological order of events
OWC’s – first, second, then, next, following, order of events, steps
Exercise 8e page 261
Definition/Example
Read the following, underline the definition/example OWCs. Identify the topic and main idea of the reading passage.
To solve this problem, psychologists typically use a procedure in which all participants receive a treatment, but those in the control group actually receive a placebo treatment. A placebo is a bogus treatment, such as a pill, “drug,” or other substance without any significant chemical properties or active ingredient.
Topic: Control Group Treatments
Main idea: Those in the control group actually receive a placebo treatment.
Question #1 What is a placebo
Visual representation Placebo -
Bogus Treatment - 1. Pill 2. drug 3. other substance
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