Monday, March 30, 2009
Mar31 Exercise (CRCB12 Arguments)
CRCB C12 Exercises
Exercise 12a pp.395
Read the following version of the fairy tale Cinderella and decide whether the statements that follow it are true, false, or questionable. Provide a reason for each of your answers. For the purpose of this exercise, accept each sentence of the fairy tale as fact and forget about the common version of it. Think about what information each sentence conveys before making judgments about the statements that follow. Afterward you will share your responses with other members of your class. Some will agree with you and some will disagree, and you will see how a harmless fairy tale can turn into an argument.
1. Cinderella had more than one stepsister.
T – Directly stated in the passage.
2. Cinderella’s natural mother was dead.
? – Not enough information provided.
3. The stepmother and stepsisters went to many social events.
? – Passage says that they went to ALL of the important events, it doesn’t say how many. There may have been very few.
4. Cinderella’s stepmother and stepsisters didn’t buy any beautiful clothes for Cinderella.
? – The passage didn’t directly state that they didn’t buy her beautiful clothes – she may have preferred to be trendy and wear rags.
5. A pumpkin can’t be turned into a gold-plated automobile.
F – The passage directly states that the pumpkin was turned into a gold-plated automobile.
6. The stepmother and stepsisters disliked Cinderella.
T – Directly stated in the passage.
7. Cinderella’s stepmother or stepsisters made Cinderella stay home when they went to the important social events.
? – Not enough information provided – the passage said that she had to stay home, but it didn’t say who made her.
8. The step mother and stepsisters offered to take Cinderella to the Prince’s Ball with them.
? – Not enough information provided.
9. Cinderella walked to the Prince’s Ball.
F – Directly stated that she rode to the ball.
10. Cinderella wanted to go to the Prince’s Ball.
? – Not enough information provided – she may have been pushed into going by the fairy godmother.
11. The stepmother and stepsisters left Cinderella home on the night of the Prince’s Ball.
T – Directly stated in the passage.
12. Cinderella rode to the Prince’s Ball in a carriage drawn by six white horses.
? – Not enough information provided.
13. Although the stepmother and stepsisters had beautiful clothes, they never bought clothes for themselves.
F – Directly stated that they bought themselves beautiful clothes.
14. The stepmother and stepsisters went only to social events that were important.
? – Not enough information provided. Although they went to all important social events, it didn’t say that they went to ONLY important events.
15. Cinderella’s fairy godmother was an evil in disguise.
? - Not enough information provided. Passage doesn’t tell us that she is or isn’t an evil witch in disguise.
Exercise 12a pp.395
Read the following version of the fairy tale Cinderella and decide whether the statements that follow it are true, false, or questionable. Provide a reason for each of your answers. For the purpose of this exercise, accept each sentence of the fairy tale as fact and forget about the common version of it. Think about what information each sentence conveys before making judgments about the statements that follow. Afterward you will share your responses with other members of your class. Some will agree with you and some will disagree, and you will see how a harmless fairy tale can turn into an argument.
1. Cinderella had more than one stepsister.
T – Directly stated in the passage.
2. Cinderella’s natural mother was dead.
? – Not enough information provided.
3. The stepmother and stepsisters went to many social events.
? – Passage says that they went to ALL of the important events, it doesn’t say how many. There may have been very few.
4. Cinderella’s stepmother and stepsisters didn’t buy any beautiful clothes for Cinderella.
? – The passage didn’t directly state that they didn’t buy her beautiful clothes – she may have preferred to be trendy and wear rags.
5. A pumpkin can’t be turned into a gold-plated automobile.
F – The passage directly states that the pumpkin was turned into a gold-plated automobile.
6. The stepmother and stepsisters disliked Cinderella.
T – Directly stated in the passage.
7. Cinderella’s stepmother or stepsisters made Cinderella stay home when they went to the important social events.
? – Not enough information provided – the passage said that she had to stay home, but it didn’t say who made her.
8. The step mother and stepsisters offered to take Cinderella to the Prince’s Ball with them.
? – Not enough information provided.
9. Cinderella walked to the Prince’s Ball.
F – Directly stated that she rode to the ball.
10. Cinderella wanted to go to the Prince’s Ball.
? – Not enough information provided – she may have been pushed into going by the fairy godmother.
11. The stepmother and stepsisters left Cinderella home on the night of the Prince’s Ball.
T – Directly stated in the passage.
12. Cinderella rode to the Prince’s Ball in a carriage drawn by six white horses.
? – Not enough information provided.
13. Although the stepmother and stepsisters had beautiful clothes, they never bought clothes for themselves.
F – Directly stated that they bought themselves beautiful clothes.
14. The stepmother and stepsisters went only to social events that were important.
? – Not enough information provided. Although they went to all important social events, it didn’t say that they went to ONLY important events.
15. Cinderella’s fairy godmother was an evil in disguise.
? - Not enough information provided. Passage doesn’t tell us that she is or isn’t an evil witch in disguise.
Mar31 Summary (CRCB12 Arguments)
CRCB C12 Summary
Recognizing arguments as you read lets you critically examine an author’s line of reason and one conclusion. One way to detect them is to look for an author’s conclusions and then track the reasons he or she used to reach them. Another way is to look for the argument word clues an author used to indicate when reasons are being presented and conclusions stated.
When you find an argument, you should break it down into its constituent parts so that you can determine whether it is well found and logical.
Arguments can be evaluated using specific criteria including deterging dependability fact from opinion, and detecting fallacies.
The two primary types of arguments are deductive and inductive .Deductive arguments have at least one premise that logically leads to a conclusion. Inductive argument begging with a series of specific observation and conclude with a generalization that logically flow from them. As they are observation, even well-constructed inductive arguments cannot be considered absolutely true. Author’s view should be actively questioned so that flaws in the presentation of information are not passively accepted. Begging able to detect and evaluate argument in book, and to create argument using book reading material, forces to analyze the logic of what read and help we present we own ideas
In arguments we come across deductive argument, inductive and evaluating arguments. A deductive argument is that the premise is to be undeniably true that the conclusion is also unquestionably true as well. In an inductive argument the premise is highly probable to be true as well as the conclusion. The main thing to understand between the two is probability as which you know is the absolute truth and what you know is high probable. In an argument you want to have a deductive stance because nothing can argue with one hundred percent fact.
Recognizing arguments as you read lets you critically examine an author’s line of reason and one conclusion. One way to detect them is to look for an author’s conclusions and then track the reasons he or she used to reach them. Another way is to look for the argument word clues an author used to indicate when reasons are being presented and conclusions stated.
When you find an argument, you should break it down into its constituent parts so that you can determine whether it is well found and logical.
Arguments can be evaluated using specific criteria including deterging dependability fact from opinion, and detecting fallacies.
The two primary types of arguments are deductive and inductive .Deductive arguments have at least one premise that logically leads to a conclusion. Inductive argument begging with a series of specific observation and conclude with a generalization that logically flow from them. As they are observation, even well-constructed inductive arguments cannot be considered absolutely true. Author’s view should be actively questioned so that flaws in the presentation of information are not passively accepted. Begging able to detect and evaluate argument in book, and to create argument using book reading material, forces to analyze the logic of what read and help we present we own ideas
In arguments we come across deductive argument, inductive and evaluating arguments. A deductive argument is that the premise is to be undeniably true that the conclusion is also unquestionably true as well. In an inductive argument the premise is highly probable to be true as well as the conclusion. The main thing to understand between the two is probability as which you know is the absolute truth and what you know is high probable. In an argument you want to have a deductive stance because nothing can argue with one hundred percent fact.
Tuesday, March 24, 2009
Mar24 Exercise (CRCB C4 Time)
CRCB C4 Exercises
pp. 127
1. Which of the following statements is not accurate according to the excerpt?
b. prostitutes have flawed characters lacking in values
2. Which of the following statements is true, according to the excerpt?
d. Almost nine out of 10 Ranch prostitutes had earned their general equivalency diplomas or had graduated from high school.
3. According to the excerpt, what is one reason why streetwalkers rarely become regular brothel prostitutes?
c. Brothels have lots of rules and mandatory confinement.
4. According to the author, the prostitutes she investigated at the Mustang ranch were
b. Women who were very committed to their families.
5. In your opinion, the author’s attitudes toward the prostitutes at Mustang Ranch is
b. Accepting
pp. 127
1. Which of the following statements is not accurate according to the excerpt?
b. prostitutes have flawed characters lacking in values
2. Which of the following statements is true, according to the excerpt?
d. Almost nine out of 10 Ranch prostitutes had earned their general equivalency diplomas or had graduated from high school.
3. According to the excerpt, what is one reason why streetwalkers rarely become regular brothel prostitutes?
c. Brothels have lots of rules and mandatory confinement.
4. According to the author, the prostitutes she investigated at the Mustang ranch were
b. Women who were very committed to their families.
5. In your opinion, the author’s attitudes toward the prostitutes at Mustang Ranch is
b. Accepting
Monday, March 23, 2009
Mar24 Summary (CRCB C4 Time)
CRCB C4 Summary
Several strategies, including skimming, regressing, sub vocalizing, and pacing, that will increase your reading efficiency.
Comprehension should be your main reading goal, not how fast you read.
Develop a general study schedule that shows specifically when you plan to study for each class and for how long.
The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Time is not the only criterion used in judging reading efficiency in college. It is not even most important one. Efficient reading can be defined as being able to read and comprehend textbook material in an appropriate amount of time for you.
Deciding what an appropriate amount of time is for you depends on many factors. It is related to how much time you actually have available to read for each course, the level of difficult of the textbook material, and the grade you want to earn in a course.
How to manage your reading is more important than learning how to read rapidly. Always make comprehension your primary goal: reading efficiently the first time through is often faster. If you make speed your priority, you may finish more quickly, but understand less. As a result, you may have to reread material before a test in order to understand and remember it, which is time-consuming.
Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week. After using a study schedule and daily reading plans for several weeks, you will find that you begin to complete your reading assignments on time. Your reading comprehension will also improve, and you may even read a little faster. The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Several strategies, including skimming, regressing, sub vocalizing, and pacing, that will increase your reading efficiency.
Comprehension should be your main reading goal, not how fast you read.
Develop a general study schedule that shows specifically when you plan to study for each class and for how long.
The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Time is not the only criterion used in judging reading efficiency in college. It is not even most important one. Efficient reading can be defined as being able to read and comprehend textbook material in an appropriate amount of time for you.
Deciding what an appropriate amount of time is for you depends on many factors. It is related to how much time you actually have available to read for each course, the level of difficult of the textbook material, and the grade you want to earn in a course.
How to manage your reading is more important than learning how to read rapidly. Always make comprehension your primary goal: reading efficiently the first time through is often faster. If you make speed your priority, you may finish more quickly, but understand less. As a result, you may have to reread material before a test in order to understand and remember it, which is time-consuming.
Track your reading rates so you can create daily reading plans that set realistic goals for your classes each week. After using a study schedule and daily reading plans for several weeks, you will find that you begin to complete your reading assignments on time. Your reading comprehension will also improve, and you may even read a little faster. The reading tips suggested in this chapter that will contribute to your becoming a more efficient reader are: reading quickly when appropriate, skimming, regressing or rereading, sub vocalizing, pacing.
Monday, March 9, 2009
Mar10 Exercise (CRCB14 Evaluations)
CRCB C14 Exercises
P488
Part1
Objective questions
1.
1). Rubric - b
2). HTML – d
3). 2RCA – e
4). WWW – a
5).Internet – c
a. A visual component of the internet, which can include pictures, sound, video clips, and more.
b. A type of chart used to evaluate a product or process.
c. Countless networks of computers that are connected
d. The computer language of the WWW
e. A mnemonic used to remember the sever-step website evaluation.
2. An ”open-minded skeptic” refers to someone
a. Who does not accept everything read as truth but is willing t consider and research questionable information
3. Which of the seven steps of the internet source evaluation system is missing from this list: know your purpose; evaluate the look and content;..
c. consider the source
4. Which of the following is not a reason to use a rubric?
d. To determine if you will receive a good grade on your research paper.
5. If information is relevant, it is
b. Related to the topic you are researching.
P488
Part1
Objective questions
1.
1). Rubric - b
2). HTML – d
3). 2RCA – e
4). WWW – a
5).Internet – c
a. A visual component of the internet, which can include pictures, sound, video clips, and more.
b. A type of chart used to evaluate a product or process.
c. Countless networks of computers that are connected
d. The computer language of the WWW
e. A mnemonic used to remember the sever-step website evaluation.
2. An ”open-minded skeptic” refers to someone
a. Who does not accept everything read as truth but is willing t consider and research questionable information
3. Which of the seven steps of the internet source evaluation system is missing from this list: know your purpose; evaluate the look and content;..
c. consider the source
4. Which of the following is not a reason to use a rubric?
d. To determine if you will receive a good grade on your research paper.
5. If information is relevant, it is
b. Related to the topic you are researching.
May10 Summary (CRCB14 Evaluations)
CRCB C14 Summary
In this chapter on evaluating internet resources, I learned: how to use a seven-step evaluation system to determine the accuracy and reliability of internet information sources; how to use a rubric to rate website information.
One of the greatest resources we know have on hand is the World Wide Web. We can find information to almost any subject imaginable with just the click of a button. This resource is extremely useful but at the same time can crippling as well. A lot of time when books are published they are made sure that the information written is legitimate as where on web that is not always the case. When getting reliable references from the web you must make sure the information that you’re gathering is coming from a credible source rather than form a 15 year old kid who’s posting nonsense on the web. The fact is that anybody can put stuff on the web so it is important to make sure the information you’re receiving is factual.
Evaluating internet source of information helps we determine if they are reliable and useful. Knowing how to critically evaluate internet material not only helps we become a better student, but will help you in your work life beyond college.
Use the internet source evaluation system described in this chapter as a tool for assessing websites. Two Rand C A uses following seven steps:
1. Know your purpose
2. Double –check facts and sources
3. Consider the source
4. Evaluate content
5. Determine intended audience
6. Evaluate the writing
7. Use what you already know.
In this chapter on evaluating internet resources, I learned: how to use a seven-step evaluation system to determine the accuracy and reliability of internet information sources; how to use a rubric to rate website information.
One of the greatest resources we know have on hand is the World Wide Web. We can find information to almost any subject imaginable with just the click of a button. This resource is extremely useful but at the same time can crippling as well. A lot of time when books are published they are made sure that the information written is legitimate as where on web that is not always the case. When getting reliable references from the web you must make sure the information that you’re gathering is coming from a credible source rather than form a 15 year old kid who’s posting nonsense on the web. The fact is that anybody can put stuff on the web so it is important to make sure the information you’re receiving is factual.
Evaluating internet source of information helps we determine if they are reliable and useful. Knowing how to critically evaluate internet material not only helps we become a better student, but will help you in your work life beyond college.
Use the internet source evaluation system described in this chapter as a tool for assessing websites. Two Rand C A uses following seven steps:
1. Know your purpose
2. Double –check facts and sources
3. Consider the source
4. Evaluate content
5. Determine intended audience
6. Evaluate the writing
7. Use what you already know.
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