russell writenow ch04
TRANSCRIPT
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McGraw-Hill
4The Critical Thinking, Reading,
and Writing Connection
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Learning Outcomes
The student will learn techniques for:• Interpreting written texts.
• Participating in class discussions about readings.
• Interpreting visual texts, including photographs, graphs, advertisements, and Web sites.
• Identifying logical fallacies.
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Pre-read and Anticipate (LO 4.1)
Prior to reading…
• Publication information: Determine where and when the article was originally published.
• Biographical information: Establish the author’s background and qualifications; decide if bias may be possible.
• Title: Think about the title of the piece and what expectations it creates.
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Pre-read and Anticipate (contd.)
Prior to reading…
• Overview: Skim through the text, paying close attention to headings and visual images; read introductory paragraphs and topic sentences.
• Predictions: Based on your pre-reading, establish what you already know and predict what you expect to learn.
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Read and Analyze(LO 4.1)
Take your time• Main idea: Determine the thesis; is
the point clear?
• Supporting points: Identify specific details and examples used to prove the thesis
• Rhetorical star: Establish the five points of the rhetorical star
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Re-read and Annotate (LO 4.1)
Read a second time while taking notes.• Define: List words that are unfamiliar.
• Summarize: List the main points and supporting details.
• Visualize: Create a visual organizer of the material.
• Synthesize: Make connections with the readings.
• Question and Evaluate: Ask a variety of questions.
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Discussions about Readings (LO 4.2)
• Read carefully and have notes on the material handy.
• Skim the questions at the end of the selection.
• Listen to the discussion with an open mind.
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Discussions about Readings (contd.)
• Share your opinions even if they are different; be considerate of others’opinions.
• Ask questions about the text if you feel confused.
• Take notes during the discussion.
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Interpreting Visual Texts (LO 4.3)
• Determine the focus of the image.
• Look for the conveyed purpose or message.
• Establish the target audience.
• Compare any written text with the visual representation.
• Decide if the image is logical or misleading.
• Determine if the image is effective.
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Interpreting Visual Texts (contd.)
• Establish the author’s credibility.
• Check for the posting date.
• Verify the information.
• Look for reference citations.
• Use previous strategies to evaluate visual images.
• Check if the hyperlinks work and are appropriate.
• Determine if the material is effective and accurate.
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Logical Fallacies (4.4)
• Band wagon: implying that an idea must be accurate if it is popular
• Card stacking: providing evidence for only one side of a case, deliberately omitting essential information that could change the reader’s opinion
• Character attack or ad hominem: attacking the speaker rather than the issue
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Logical Fallacies (contd.)
• Circular reasoning or begging the question: attempting to support a position by simply restating it in a different way
• Either/or reasoning: suggesting there are only two possible solutions to a problem when, in reality, there could be many potential options to resolving the issue
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Logical Fallacies (contd.)
• False analogy: comparing things that differ in the most important respects
• False authority or testimonial: using an authority or celebrity figure to support a point
• False cause or post hoc: suggesting that, because one thing happened after another, the first event caused the second one
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Logical Fallacies (contd.)
• Hasty generalization: drawing a conclusion without having sufficient evidence
• Non sequitur: the conclusion does not logically follow the evidence that is provided
• Red herring: diverting the reader’s attention away from the main issue by introducing something irrelevant
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Logical Fallacies (contd.)
• Glittering generality: using emotionally charged words to gain audience approval
• Slippery slope: suggesting that if one change occurs, then other unwanted changes will follow
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Logical Fallacies (contd.)
• Stereotyping: attaching a trait to members of a particular religious, ethnic, racial, age, or other group
• Tradition: assuming that because something has always been done a certain way, it must be the correct way