Wednesday, February 18, 2009
CRCB Ch. 10 Summary Textbook Marking
Chapter ten was about textbook marking and the advantages of it. Textbook marking is a systematic way of marking, highlighting and labeling ideas and nwords to show how they are related and which ones are the most important. One must highlight or mark words, phrases or sentences, write notes in the margins to let you know why you marked what you did. The three basic elements to mark are the main idea, important details and vocabulary. You should follow four steps when textbook marking. First step is to preview. You should skim the reading and get familiar with all of the vocabulary. Develop initial questions. The second step is to study-read. This is to fully read the chapter, not just skim it. The third step is to do the actual marking. The fourth step is to write margin cues, notes or symbols, to indicate what you marked and why. Marking more depends on the professor’s lecture and unclear sections of the text. Personalizing it with your own symbols and abbreviations will help you. This chapter was helpful to me because it broke down the process into easy steps to follow.
Monday, February 16, 2009
TFY Chapter 5 Summary
Assumptions
This chapter taught us about assumptions and how they relate in critical thinking. The word assume comes from the latin assumere, which means to take up. So when a person assumes, he is accepting, taking for granted an idea without sufficient proof of its certainty. There are different types of assumptions. Unconscious assumptions are assumptions that were recognized as assumptions only after circumstances reveled their errors. Conscious assumptions or working assumptions are theories designed for a strategy. People use working assumptions all the time. They help plan our lives. Hidden assumptions are assumptions that are not explicitly said or written but are there. They usually are based off of stereotypes. Value assumptions are beliefs we take for granted and never or rarely question. The chapter also talks about incongruities, which is something that does not meet or expectations or assumptions. This leads us to think, learn and grow. This is a process I would like to improve in myself. I want to be able to challenge my assumptions, when they need to be, to be a better thinker.
This chapter taught us about assumptions and how they relate in critical thinking. The word assume comes from the latin assumere, which means to take up. So when a person assumes, he is accepting, taking for granted an idea without sufficient proof of its certainty. There are different types of assumptions. Unconscious assumptions are assumptions that were recognized as assumptions only after circumstances reveled their errors. Conscious assumptions or working assumptions are theories designed for a strategy. People use working assumptions all the time. They help plan our lives. Hidden assumptions are assumptions that are not explicitly said or written but are there. They usually are based off of stereotypes. Value assumptions are beliefs we take for granted and never or rarely question. The chapter also talks about incongruities, which is something that does not meet or expectations or assumptions. This leads us to think, learn and grow. This is a process I would like to improve in myself. I want to be able to challenge my assumptions, when they need to be, to be a better thinker.
Monday, February 9, 2009
CRCB Ch. 7 Summary (Inferences)
CRCB Ch. 7 Summary
Inferences
Chapter seven in our CRCB text was about inferences and using them to identify implied main ideas. This text states that an inference is the process of making assumptions, and drawing conclusions about information when an author’s opinions or ideas are not directly stated. You have to “pull” the meaning from your readings. There are five strategies for effectively inferring meaning from writings when it is not directly stated. The first strategy is to understand an author’s purpose for writing the piece. The second strategy is to note comparisons and implied similarities. If an author makes a comparison to show something then you have to infer what the similarity is to understand the point of the author. The third strategy is to understand the author’s use of tone. Tone can be extremely helpful in trying to understand an author’s main idea, specially if it is implied. The fourth strategy is to detect an author’s bias. This can help us make informed decisions about what the author is saying. The last strategy is to recognize information gaps. These can be intentional or not. Also, authors may have implied main ideas for paragraphs or sections or chapters. When main ideas are implied, we have to use inferences and strategies to see them. We have to 1) Read carefully. 2) identify the topic of the reading material. 3) ask ourselves what important point the author makes about the topic. 4) Combine the topic with the new information.
Inferences
Chapter seven in our CRCB text was about inferences and using them to identify implied main ideas. This text states that an inference is the process of making assumptions, and drawing conclusions about information when an author’s opinions or ideas are not directly stated. You have to “pull” the meaning from your readings. There are five strategies for effectively inferring meaning from writings when it is not directly stated. The first strategy is to understand an author’s purpose for writing the piece. The second strategy is to note comparisons and implied similarities. If an author makes a comparison to show something then you have to infer what the similarity is to understand the point of the author. The third strategy is to understand the author’s use of tone. Tone can be extremely helpful in trying to understand an author’s main idea, specially if it is implied. The fourth strategy is to detect an author’s bias. This can help us make informed decisions about what the author is saying. The last strategy is to recognize information gaps. These can be intentional or not. Also, authors may have implied main ideas for paragraphs or sections or chapters. When main ideas are implied, we have to use inferences and strategies to see them. We have to 1) Read carefully. 2) identify the topic of the reading material. 3) ask ourselves what important point the author makes about the topic. 4) Combine the topic with the new information.
TFY Chapter 4 Summary
Naweed Bahaduri
Eng 75
TFY: Chapter 4 Summary
Inferences
This chapter was about inferences and how we use them everyday and might not even realize it. This chapter’s goal was to make us more conscious about our inferences. We should state the obvious as much as possible for this will help us in distinguishing facts from inferences. Careful observation will help in this. When you give specific detailed support for your conclusions then it makes for interesting writing. We can also use inferences to solve problems. When we assess all of the facts and connect all of the dots correctly, it can lead to more information or to confirm something else. Generalizations are laws that are based on observations that deal with recurrence, order, and relationships. One can only make generalizations after careful observation and looking for patterns and relationships.
Eng 75
TFY: Chapter 4 Summary
Inferences
This chapter was about inferences and how we use them everyday and might not even realize it. This chapter’s goal was to make us more conscious about our inferences. We should state the obvious as much as possible for this will help us in distinguishing facts from inferences. Careful observation will help in this. When you give specific detailed support for your conclusions then it makes for interesting writing. We can also use inferences to solve problems. When we assess all of the facts and connect all of the dots correctly, it can lead to more information or to confirm something else. Generalizations are laws that are based on observations that deal with recurrence, order, and relationships. One can only make generalizations after careful observation and looking for patterns and relationships.
Monday, February 2, 2009
Thinking For Yourself Chapter 2 Exercises
Thinking For Yourself
Chapter 2 Exercises
Exercise 1
P. 46
Rate each of the following statements as true or false.
1. Dictionaries are like phone books; basically, they all offer the same information.
False
2. If a dictionary is names Webster’s, that means it is one of the best.
True
3. Experts who decide how we should speak English write dictionaries.
False
4. Small, pocket dictionaries are the best kind to use for in-depth word study because they eliminate unnecessary, confusing information and make understanding easier.
False
5. Because a dictionary can confuse us with so many definitions for any single word, it is better to try to figure out a word’s meaning from it’s context or ask someone else.
False
6. Dictionaries are like cookbooks; a family needs to buy only one for the family’s lifetime.
False
7. Dictionaries give us information about spelling and definitions, but that is about all they offer.
False
8. An online dictionary is just as good for understanding and using a new word as a printed dictionary.
True
Exercise 2
P. 51
Set up a piece of paper with three columns headed Term, class and characteristics. Look up each of the words, list the class and characteristics.
1. Scissors
Class: a cutting tool
Characteristics: Has two blades, each with a loop handle, joined by a swivel pin.
2. Mailbag
Class: Bag
Characteristics: Usually is large with a shoulder strap
3. Moppet
Class: People
Characteristics: a small or little girl
4. November
Class: Month
Characteristics: the eleventh month of the year
5. Pneumonia
Class: Disease
Characteristics: disease of the lungs, inflammation of lungs
6. Cat
Class: Mammal
Characteristics: Four legged mammal in Feline family.
Chapter 2 Exercises
Exercise 1
P. 46
Rate each of the following statements as true or false.
1. Dictionaries are like phone books; basically, they all offer the same information.
False
2. If a dictionary is names Webster’s, that means it is one of the best.
True
3. Experts who decide how we should speak English write dictionaries.
False
4. Small, pocket dictionaries are the best kind to use for in-depth word study because they eliminate unnecessary, confusing information and make understanding easier.
False
5. Because a dictionary can confuse us with so many definitions for any single word, it is better to try to figure out a word’s meaning from it’s context or ask someone else.
False
6. Dictionaries are like cookbooks; a family needs to buy only one for the family’s lifetime.
False
7. Dictionaries give us information about spelling and definitions, but that is about all they offer.
False
8. An online dictionary is just as good for understanding and using a new word as a printed dictionary.
True
Exercise 2
P. 51
Set up a piece of paper with three columns headed Term, class and characteristics. Look up each of the words, list the class and characteristics.
1. Scissors
Class: a cutting tool
Characteristics: Has two blades, each with a loop handle, joined by a swivel pin.
2. Mailbag
Class: Bag
Characteristics: Usually is large with a shoulder strap
3. Moppet
Class: People
Characteristics: a small or little girl
4. November
Class: Month
Characteristics: the eleventh month of the year
5. Pneumonia
Class: Disease
Characteristics: disease of the lungs, inflammation of lungs
6. Cat
Class: Mammal
Characteristics: Four legged mammal in Feline family.
Thinking For Yourself Chapter 2 Summary
Thinking For Yourself
Chapter 2 Summary
This chapter was titled “Word Precision: How do I Describe It”. The chapter sums up how important vocabulary is to communication and expressing our experiences. Our words are our thoughts so if our words aren’t clear then our thoughts aren’t clear. Dictionaries are a very important tool for this. It suggests every time you come across a word you do not know, you should look it up. “Clear thinking depends on clear word definitions” is a quote from the chapter that I highly agree with it. The chapter goes on to tell us the different kind of definitions of words. There is taxonomy, dictionary definitions, scientific definitions, and stipulative definitions. The chapter also touches on the Connotation of words which is the associations those words have. Knowing the etymology of a word can also help in giving us a concrete understanding of its definition. The chapter also states that critical reading begins with a resolve to aim for a neutral and accurate comprehension of the material.
Chapter 2 Summary
This chapter was titled “Word Precision: How do I Describe It”. The chapter sums up how important vocabulary is to communication and expressing our experiences. Our words are our thoughts so if our words aren’t clear then our thoughts aren’t clear. Dictionaries are a very important tool for this. It suggests every time you come across a word you do not know, you should look it up. “Clear thinking depends on clear word definitions” is a quote from the chapter that I highly agree with it. The chapter goes on to tell us the different kind of definitions of words. There is taxonomy, dictionary definitions, scientific definitions, and stipulative definitions. The chapter also touches on the Connotation of words which is the associations those words have. Knowing the etymology of a word can also help in giving us a concrete understanding of its definition. The chapter also states that critical reading begins with a resolve to aim for a neutral and accurate comprehension of the material.
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