-- S 11 -- TFY C10 Fallacies, CRCB C10 Marking
TFY Chapter Ten Fallacies
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Thursday, January 7, 2010
-- S 11 -- Fallacies, Marking
-- S 11 -- TFY C10 Fallacies, CRCB C10 Marking
TFY Chapter Ten Fallacies
-- S 10 -- Argument; PSR Strategies
-- W 10 -- TFY C9 Argument; CRCB C9 PSR (Preview, Study-Read, Review) Strategies
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TFY Chapter Nine Argument
The skills of analyzing and writing arguments require some knowledge of every chapter concept studied this far. At this point you will be asked to integrate this learning while reviewing the structure of arguments and standards for judging arguments. Exercises in this chapter entail guidelines for analyzing arguments, distinguishing arguments from reports, separating reasons from conclusions, recognizing missing and false information. Writing applications challenge you to put all this knowledge together in a short persuasive argument. You will also begin your preparations for writing a final research paper. Final reading selections present different arguments on the issue of job outsourcing.
Chapter 9 | |
| Argument | An argument offers reasons to support a conclusion with the intent to persuade. |
| Conclusion | A clear statement of what an argument intends to prove or has proven. |
| Consistency | Consistency refers to standards of logical coherence as well as constancy. |
| Contradiction | A contradiction refers to a part or parts inconsistent with, or illogical to, other parts. |
| Debate question | A debate question is a neutrally stated question designed to provide a focus for pro and con positions on an issue. |
| Discrepancy | A discrepancy, like an incongruity, is something that diverges from an expected standard. |
| False Information | False information refers to information that can be proven to be untrue. |
| Implied conclusion | A conclusion understood but not explicitly stated. |
| Infer | To use imagination and reasoning to fill in missing facts. To connect the dots. |
| Irreconcilable | Irreconcilable are conflicting ideas, beliefs, or information that cannot coexist, such as contradictions. |
| Issue | An issue is a matter of dispute. |
| Missing Information | Missing information refers to essential information purposefully or inadvertently omitted from an argument or report. |
| Opinion | Opinion is a word used to include an unsupported belief, a supported argument, an expert’s judgment, prevailing public sentiment, and a formal statement by a court. |
| Principal claim and reasons | These are the two parts of an argument. The principal claim is the thesis or conclusion. The reasons support this claim through evidence or other claims. A claim is an assertion about something. |
| Reason | A statement offered to explain, justify, or support the conclusion. |
| Report | A report offers objective accounts of events and objective information. |
| Thinking | Purposeful mental activity such as reasoning, deciding, judging, believing, supposing, expecting, intending, recalling, remembering, visualizing, imagining, devising, inventing, concentrating, conceiving, considering. |
| Topic | A topic is a subject that is written or spoken about. |
-- S 09 -- Points of View: Viewpoints, Texts
-- W 09 -- Points of View: Viewpoints;
Texts, Points of View: TFY C8 ViewpointsCRCB C8 Texts
TFY Chapter Eight Viewpoint
The chapter is about how to recognize viewpoints and understand how they filter reality for us. Exercises and discussion in this chapter will show you how stories revolve around viewpoints, how conscious and unconscious viewpoints differ, how news framing conveys covert viewpoints, and how political viewpoints might be characterized. Writing applications will allow you to sample the rhetoric, ideas and values of multiple viewpoints, both familiar and unfamiliar. A concluding reading presents a viewpoint on our reluctance to talk about religion and politics.
TFY C8 Glossary
CRCB
Connotations
PPt C8
Link: http://www.elcamino.cc.ca.us/Faculty/dgross/critical.htm
The chapter is about how to recognize viewpoints and understand how they filter reality for us. Exercises and discussion in this chapter will show you how stories revolve around viewpoints, how conscious and unconscious viewpoints differ, how news framing conveys covert viewpoints, and how political viewpoints might be characterized. Writing applications will allow you to sample the rhetoric, ideas and values of multiple viewpoints, both familiar and unfamiliar. A concluding reading presents a viewpoint on our reluctance to talk about religion and politics.
TFY C8 Glossary
| An unconscious viewpoint | An unconscious viewpoint is a perspective unidentified by the viewer. |
| Egocentrism | Egocentrism is the assumption that one’s perspective is the only perspective. |
| Ethnocentrism | Ethnocentrism is the assumption that one’s own social or cultural group is superior to all others. |
| Exterior | To be exterior to one’s own viewpoint is to have a detached awareness of one’s viewpoint. |
| Infer | To use imagination and reasoning to fill in missing facts. To connect the dots. |
| News framing | News framing describes the way relative importance can be implied about a news item by layout design, page placement, photos, and the wording of headlines. |
| Opinion | Opinion is a word used to include an unsupported belief, a supported argument, an expert’s judgment, prevailing public sentiment, and a formal statement by a court. |
| Principal claim and reasons | These are the two parts of an argument. The principal claim is the thesis or conclusion. The reasons support this claim through evidence or other claims. A claim is an assertion about something. |
| Religiocentrism | Religiocentrism is the assumption that one’s own religion is superior to all others. |
| Thinking | Purposeful mental activity such as reasoning, deciding, judging, believing, supposing, expecting, intending, recalling, remembering, visualizing, imagining, devising, inventing, concentrating, conceiving, considering. |
| Viewpoint | A viewpoint is a personal or collective perspective consisting of memories, beliefs, and associations from which events are observed and evaluated. |
CRCB
Connotations
PPt C8
Link: http://www.elcamino.cc.ca.us/Faculty/dgross/critical.htm
-- S 07 -- Opinions, Evaluations; Details, Inferences
-- W 07 -- Opinions-- What's Believed? ,TFY-C6; Evaluations -- What's Judged?, TFY-C7;
Details, CRCB-C6; Inferences, CRCB-C7
Chapter Six Opinions
This chapter explores that familiar word opinion and examines the way it affects our ability to think critically. Again we have a familiar but confusing word that can be used in many different ways. Exercises are offered to help you assess your understanding of the different varieties of opinion. Writing applications ask you to test and expand what you know into essays that articulate, support, describe, or analyze opinions. Readings show you how professional writers can present support for an opinion; in one case through direct statement, and in a second case through a satirical sub-statement.
Chapter Seven Evaluations
This is a chapter about one variety of opinion called evaluations. Evaluations can be openly stated or remain hidden and manipulative. They can be based on explicit or vague criteria, clear or vague feelings. Their effects are powerful. When we mistake them for facts or are influenced by them unawares, we get into trouble. This chapter teaches how to both recognize and detach from evaluations. Exercises and discussion in this chapter will show you how evaluations express and influence feelings, how they can be used covertly to persuade or directly to advise. The writing application in this chapter gives you a choice of analyzing evaluations in advertisements or of writing a critical review. One concluding reading evaluates the monetary evaluation of human life; a second reading evaluates the use of pornography for profit.
TFY Chapter Summaries
Chapter Six Opinions
This chapter explores that familiar word opinion and examines the way it affects our ability to think critically. Again we have a familiar but confusing word that can be used in many different ways. Exercises are offered to help you assess your understanding of the different varieties of opinion. Writing applications ask you to test and expand what you know into essays that articulate, support, describe, or analyze opinions. Readings show you how professional writers can present support for an opinion; in one case through direct statement, and in a second case through a satirical sub-statement.
Chapter Seven Evaluations
This is a chapter about one variety of opinion called evaluations. Evaluations can be openly stated or remain hidden and manipulative. They can be based on explicit or vague criteria, clear or vague feelings. Their effects are powerful. When we mistake them for facts or are influenced by them unawares, we get into trouble. This chapter teaches how to both recognize and detach from evaluations. Exercises and discussion in this chapter will show you how evaluations express and influence feelings, how they can be used covertly to persuade or directly to advise. The writing application in this chapter gives you a choice of analyzing evaluations in advertisements or of writing a critical review. One concluding reading evaluates the monetary evaluation of human life; a second reading evaluates the use of pornography for profit.
Glossaries
Web Links
| Web Links | |||||||||||||||||||||||
| Chapter 6 | back to top | ||||||||||||||||||||||
| EPINIONS | |||||||||||||||||||||||
| Who says your opinion doesn’t count? Consult a popular site consisting of reviews on cars, books, movies, music, computers, sports, travel etc. made by "real people." | |||||||||||||||||||||||
| http://www.epinions.com/ | |||||||||||||||||||||||
| READERS’ OPINIONS | |||||||||||||||||||||||
| Consult this daily section of the New York Times that prints readers’ responses to featured articles. | |||||||||||||||||||||||
| http://www.nytimes.com/pages/readersopinions/index.html | |||||||||||||||||||||||
| WORLD-WIDE OPINION | |||||||||||||||||||||||
| Here are links editorials appearing in an international array of newspapers. | |||||||||||||||||||||||
| http://www.uwb.edu/library/guides/SelectionWorldNews.htm | |||||||||||||||||||||||
| WRITING YOUR OPINION TO NEWSPAPERS | |||||||||||||||||||||||
| This excellent site offers specific information about how to write letters to editors and op-eds that will be published. It is especially designed for non-profits. | |||||||||||||||||||||||
http://www.ccmc.org/oped.htm
Critical Reading for College and Beyond CHAPTER SIX CHAPTER GOALS After learning Chapter 6, you should be able to demonstrate: What supporting details are. How to distinguish between details and main ideas. How to identify and prioritize major and minor details in paragraphs, articles, and textbook chapters. What are supporting details? Supporting details are used to explain, exemplify, or clarify the main ideas. Supporting details are frequently introduced by word clues and phrases. Details can be described as major or minor, depending on their function in a reading. Major Supporting Details Directly support the main idea Answer who, what, when, where, and why Commonly presented in the form of: examples illustrations explanations definitions facts opinions Minor Supporting Details Clarify and enhance the major supporting details Not usually considered important Prioritize the Details Once you identify the main idea, divide the rest of the information into two categories: major details minor details Important to know the major details Minor details interesting, but less valuable Helps you decide what you need to know Look for the Bigger Picture Always keep in mind the big picture when reading Chapters tend to have many “main ideas” but they have one larger, main point Paragraphs tend to support the general concept Chapter Vocabulary details minor supporting details major supporting details ``````````````````````````````````````````````````````````````````````````````` Critical Reading for College and Beyond CHAPTER SEVEN CHAPTER GOALS After learning Chapter 7, you should be able to demonstrate: What inference is. Strategies you can use to infer an author’s meaning as you read. What limits the amount of information you should infer. How to identify implied main ideas. What is Inference? Inference is the process of making assumptions and drawing conclusions about information when an author’s ideas are not directly stated. Inference Strategies Understand an author’s purpose. Note comparisons and implied similarities. Understand an author’s use of tone. Detect an author’s bias. Recognize information gaps. Tips For Recognizing Information Gaps Consider all information presented. Note author’s use of key words and phrases. Identify when an author leaps from one idea to the next, and mentally fill in the blanks. Knowing How Much to Infer Recognize author’s perspective. Use the text to support your conclusion. Chapter Vocabulary inference diction imply purpose tone author’s bias information gaps implied main idea |
-- S 06 -- Assumptions, Main Ideas
-- W 06-- Assumptions, Main Ideas
TFY -- Chapter Five Assumptions
This chapter concerns another familiar word, assumptions, demonstrating some surprising complexities in the term. Multiple exercises will show you how assumptions relate to facts and inferences, how they affect thinking, how they affect arguments, and how they might be unraveled and clarified. A writing application involves an expository essay on assumption recognition and its role in creative problem solving. A reading selection by Edward de Bono demonstrates the role of assumptions in creative thinking. A second selection by David Low shows us how assumptions affect family relationships.
Is of Identity Test
Web Links
DEFINITION OF ASSUMPTION
This entry at wordreference.com explains the many meanings of the word assumption.
http://www.wordreference.com/definition/assumption
HYPOTHESIS DEFINED - American Heritage Dictionary
Compare the definitions of the word hypothesis given at the Merriam-Webster and American Heritage dictionaries.
http://www.bartleby.com/61/3/H0370300.html
JEAN PIAGET
This site is available for learning more about Jean Piaget and his theories on cognitive development.
http://www.ship.edu/~cgboeree/piaget.html
THESIS
"How to Write a Thesis Statement." A useful discussion prepared at Indiana University.
http://www.indiana.edu/~wts/pamphlets/thesis_statement.shtml
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CRCB -- Chapter 5: LOCATING STATED MAIN IDEAS
Main Ideas Graphic Organizers
Being able to locate an author’s main idea is key to understanding your textbook. It allows you to:
see the relationship between the main idea and the other supporting ideas
distinguishing general ideas from more specific ones
The topic is the most general idea, while the main idea is the more specific controlling idea of a piece of writing.
The details, which are the most specific:
serve to support main idea
illustrate the main idea
Four useful strategies to identify the main idea are:
Question Yourself
Look in the Usual Places
Notice Clue Words
Categorize an Author’s Points
Some main ideas are:
stated directly in a reading
easy to label once you have read the assignment
implied
Identifying stated main ideas is a good start to critically reading your textbook material.
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