What is the critical thinking?
Are you a critical thinker?
In my opinion, the basic concept of "Critical thinking" is: an ability of logical thinking, we use it every day. It makes us better understand the information from our life.
I was not a good critical thinker before I learned this course. After one semester, I learned much knowledge and methods from our professor, textbooks, and talk with my classmates. I understood the methods how to become a critical thinker. Let me show my summary as followed:
1. Ask questions
Not only ask questions to others for an answer, but also ask questions to yourself for an answer. And ask questions about the answers you get. At last, to think about the questions, ask questions about the questions.
2. Define the problem; try to know how do I describe it?
An accurate use of words improves our thinking. To find the definition of the words from the dictionaries, make sure that you understand what the vocabulary means.
3. Examine the evidence
The goal is to have evidence or facts that are reliable and true. When we think well, we assess all facts, derive as many inferences as we can, and devise strategies for confirming or obtaining more information.
At last, we need to make a conclusion from evidence. This course brought me a new concept "Critical Thinking", I like it and I'll use it every time in the future.
Tuesday, May 5, 2009
Monday, April 20, 2009
Apr21 Exercise (CRCB11 Advanced Strategies)
CRCB C11 Exercises
Exercise 11J
Outlines pp.368
Use this textbook’s table of contents to answer the following questions.
1. What information is being presented in this outline?
An overview of the textbook – the types of information to be taught
2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”
1) What is efficient reading?
2) Becoming a more efficient reader
Exercise 11J
Outlines pp.368
Use this textbook’s table of contents to answer the following questions.
1. What information is being presented in this outline?
An overview of the textbook – the types of information to be taught
2. Using the table of contents, list two topics covered in Chapter 4, “Managing Your Reading Time.”
1) What is efficient reading?
2) Becoming a more efficient reader
Apr21 Summary (CRCB11 Advanced Strategies)
CRCB C11 Summary
This chapter authors often use visual aids to help their readers better understand the information they are presenting. Visual information reinforces and supplements reading material. Types of visual aids include mind maps, outlines, charts, diagrams, graphs, illustrations, photographs, and time lines. The type of information being conveyed determines what type of visual aid an author will use. Learning how to read visuals will help understand and remember the textual information they illustrate.
An effective reading and study strategy is to make own visual aids. To create an effective visual aid, you have to recognize the important elements in what reading and be able to prioritize and organize them in a logical and useful format. It will quickly obvious how well know the material, you can’t draw a diagram or devise a table if you don’t understand what you have read or heard. In many instances, an effective visual will save from taking as many as many notes from notes from text or lectures.
When reading about a confusing subject of being taught about a confusing subject just words won’t always get the point across. Visual aids play such a huge role in the learning process and when making presentations. An example when a visual aid makes learning easier is when learning about the digestive system one can first explain in words but you can only get so much from words, but seeing a picture of the digestive tract it makes the word so much more clear and easier to understand. When presenting in a front of colleagues or in front of your peers’ visual aid proves to be extremely helpful in either getting your argument across or your point across.
This chapter authors often use visual aids to help their readers better understand the information they are presenting. Visual information reinforces and supplements reading material. Types of visual aids include mind maps, outlines, charts, diagrams, graphs, illustrations, photographs, and time lines. The type of information being conveyed determines what type of visual aid an author will use. Learning how to read visuals will help understand and remember the textual information they illustrate.
An effective reading and study strategy is to make own visual aids. To create an effective visual aid, you have to recognize the important elements in what reading and be able to prioritize and organize them in a logical and useful format. It will quickly obvious how well know the material, you can’t draw a diagram or devise a table if you don’t understand what you have read or heard. In many instances, an effective visual will save from taking as many as many notes from notes from text or lectures.
When reading about a confusing subject of being taught about a confusing subject just words won’t always get the point across. Visual aids play such a huge role in the learning process and when making presentations. An example when a visual aid makes learning easier is when learning about the digestive system one can first explain in words but you can only get so much from words, but seeing a picture of the digestive tract it makes the word so much more clear and easier to understand. When presenting in a front of colleagues or in front of your peers’ visual aid proves to be extremely helpful in either getting your argument across or your point across.
Tuesday, April 14, 2009
Apr14 Summary (TFY C11, Induction)
TFY, chapter 11 Summary
This chapter discusses a number of the methods that have traditionally been used to learn about the whole from a study of its parts. They include sensory observation, enumeration, analogical reasoning, pattern recognition, causal reasoning, and statistical reasoning.
Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. And a preliminary conclusion derived from inductive reasoning is called a hypothesis. All of the “conclusions” given in the preceding examples were prematurely drawn; their sampling was insufficient to warrant their conclusions. For example, a preschooler might conclude that dolphins are fish because they live in water and swim as fish do. After that we have to be continually willing to modify and refine our hypotheses depending on the feedback we receive. Perhaps, Adolescents might have heard that dolphins are mammals. They could test this hypothesis by identifying the definition of mammal and testing whether it applies to dolphins.
This chapter discusses a number of the methods that have traditionally been used to learn about the whole from a study of its parts. They include sensory observation, enumeration, analogical reasoning, pattern recognition, causal reasoning, and statistical reasoning.
Induction is a major kind of reasoning process in which a conclusion is drawn from particular cases. And a preliminary conclusion derived from inductive reasoning is called a hypothesis. All of the “conclusions” given in the preceding examples were prematurely drawn; their sampling was insufficient to warrant their conclusions. For example, a preschooler might conclude that dolphins are fish because they live in water and swim as fish do. After that we have to be continually willing to modify and refine our hypotheses depending on the feedback we receive. Perhaps, Adolescents might have heard that dolphins are mammals. They could test this hypothesis by identifying the definition of mammal and testing whether it applies to dolphins.
Monday, April 13, 2009
Apr14 Exercise (CRCB1 Reading)
CRCB C1 Exercises
Exercise 1a
pp.9
Read each of the following statements and respond to them based on your current reading habits. In the space provided, write yes if the statement correctly describes you, or no if it does not.
1. I know that concentration is a skill that can be learned.
NO
2. I have a study area, complete with study supplies, and this area is used only for studying.
NO
3. I try to concentrate as I read, but my mind usually drifts to other things, such as bills I have to pay or people I have to call.
YES
4. If I get angry, I am unable to concentrate on my reading.
YES
5. I know how to minimize all distractions.
NO
6. I cannot read unless my house, or study environment, is immaculate.
YES
7. I have a system to let others know when I am reading and that I do not want to be disturbed.
NO
8. I lose concentration easily when I am bored with what I’m reading.
YES
Exercise 1a
pp.9
Read each of the following statements and respond to them based on your current reading habits. In the space provided, write yes if the statement correctly describes you, or no if it does not.
1. I know that concentration is a skill that can be learned.
NO
2. I have a study area, complete with study supplies, and this area is used only for studying.
NO
3. I try to concentrate as I read, but my mind usually drifts to other things, such as bills I have to pay or people I have to call.
YES
4. If I get angry, I am unable to concentrate on my reading.
YES
5. I know how to minimize all distractions.
NO
6. I cannot read unless my house, or study environment, is immaculate.
YES
7. I have a system to let others know when I am reading and that I do not want to be disturbed.
NO
8. I lose concentration easily when I am bored with what I’m reading.
YES
Apr14 Summary (CRCB1 Reading)
CRCB C1 Summary
Reading is an active process based on an active process besides on author’s to convey meaning though the write word and your ability to extract meaning from those words. Keeping a learning journal is also an active learning task. It helps you identify what you understand in a reading assignment and what is still unclear. It can help you to understand how you learn, which learning styles work best for you, and how you can improve those with which you have difficulty. Using learning will help you to identify, analyze and correct reading and leaning difficulties.
Leading is an active process based on an author’s ability to convey meaning through the written word and I ability to extract meaning from those words.
Learning styles and techniques for improving learning ability, Reading is learning Process by using many different strategies your learning styles ability will greatly
Enhanced, these techniques will help you to improve your college reading and learning.
Reading is an active process based on an active process besides on author’s to convey meaning though the write word and your ability to extract meaning from those words. Keeping a learning journal is also an active learning task. It helps you identify what you understand in a reading assignment and what is still unclear. It can help you to understand how you learn, which learning styles work best for you, and how you can improve those with which you have difficulty. Using learning will help you to identify, analyze and correct reading and leaning difficulties.
Leading is an active process based on an author’s ability to convey meaning through the written word and I ability to extract meaning from those words.
Learning styles and techniques for improving learning ability, Reading is learning Process by using many different strategies your learning styles ability will greatly
Enhanced, these techniques will help you to improve your college reading and learning.
Sunday, April 5, 2009
Apr07 Exercise (CRCB8 Texts)
CRCB C8 Exercises
pp.272
Exercise 8h
Journalists typically omit organizational word clues because they have a limited amount of space for their stories, and they want to reserve as much space as possible for content. Access the following Internet source: www.ABCNEWS.com and pick a story. Print it out, read it, and infer the overall organizational method. Add OWCs that you think would help others identify the overall organizational method, ones the writer might have used if space had not been a constraint.
#1: analysis “was”
#2: definitions/example “But” “meant”
#3: sequence “first” “then”
#4: sequence “process” “after” “for years”
#5: sequence “the first thing” “but”
#6: sequence “also” “the first thing” “then” “also”
1. C
2. B
3. C
4. D
5. A
pp.272
Exercise 8h
Journalists typically omit organizational word clues because they have a limited amount of space for their stories, and they want to reserve as much space as possible for content. Access the following Internet source: www.ABCNEWS.com and pick a story. Print it out, read it, and infer the overall organizational method. Add OWCs that you think would help others identify the overall organizational method, ones the writer might have used if space had not been a constraint.
#1: analysis “was”
#2: definitions/example “But” “meant”
#3: sequence “first” “then”
#4: sequence “process” “after” “for years”
#5: sequence “the first thing” “but”
#6: sequence “also” “the first thing” “then” “also”
1. C
2. B
3. C
4. D
5. A
Apr07 Summary (CRCB8 Texts)
CRCB C8 Summary
The authors usually organize information using certain classic methods or patterns.
Begging able to recognize organizational methods will help understand the ideas in how they are connected t each other, because they will fit into logical patterns already familiar with.
It will also help to remember what you have read, because you are not memorizing facts in isolation, but relating them to each other to form patterns that hold and organize them in your member. A useful way to identify an author’s method of organization is to look for the organization word clues that indicate which patterns using.
It is also important to assess an author’s overall method of organization. Author will frequently use more than one method from paragraph to paragraph to paragraph, but have one overall method for each.
The authors usually organize information using certain classic methods or patterns.
Begging able to recognize organizational methods will help understand the ideas in how they are connected t each other, because they will fit into logical patterns already familiar with.
It will also help to remember what you have read, because you are not memorizing facts in isolation, but relating them to each other to form patterns that hold and organize them in your member. A useful way to identify an author’s method of organization is to look for the organization word clues that indicate which patterns using.
It is also important to assess an author’s overall method of organization. Author will frequently use more than one method from paragraph to paragraph to paragraph, but have one overall method for each.
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.
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