978-1259989582 Chapter 4 Part 1

Chapter Four: The Critical Thinking, Reading, and Writing

Connection

Table of Contents

Brief Chapter Outline…………………..………………………..………………………..…………..2

Chapter Outline and Lecture Notes…………………………………….…..……….……….…..5

Vocabulary Review……………………………………..…………………………….……….….…… 8

Class Activities and Sample Assignments…………………………..……….………….……10

Connect Resources………………………………..………………………………………….……… 11

Discussion Questions for Online/Hybrid Classes……………………..………………..…...13

Graphic Organizers…………………………..……………………..……………………..……..…. 14

Pre-reading with a Critical Eye.……………………..……………………….……….………….14

Taking One Last Look……………..…………………………………………………….…………..15

Logical Fallacies Lookout……………………………………………………………………………16

Teaching Tools…………..…………………….…………………………………………..………….. 17

Website Interpretation…………………….……………………..……..…….……….…………..17

Visual Text Interpretation………………………..…………………….………….………….…… 18

Writing Topics…………………………………………………………………………………………………..….…….19

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Chapter Four: The Critical Thinking, Reading, and Writing

Connection

Brief Chapter Outline

I. Learning Outcomes

The student will learn techniques for achieving these learning outcomes:

Interpret written texts using critical thinking skills.

Participate in class discussions about readings.

Interpret visual texts, including photographs, graphs, advertisements, and

Websites.

Identify logical fallacies.

II. Reading and Interpreting Written Texts

Learning Objective 4-1: Interpret written texts using critical thinking skills.

a. Pre-read and anticipate

i. Publication information

ii. Biographical information

iii. Title

iv. Overview

v. Predictions

b. Read and analyze

i. Main idea

ii. Supporting points

iii. Rhetorical star

c. Reread and annotate

i. Define

ii. Summarize

iii. Visualize

iv. Synthesize

v. Question and evaluate

III. Participating in Class Discussions about Readings

Learning Objective 4-2: Participate in class discussions about readings.

a. Read

b. Skim

c. Listen

d. Share your opinions

e. Ask questions

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Chapter Four: The Critical Thinking, Reading, and Writing

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f. Take notes

IV. Reading and Interpreting Visual Texts

Learning Objective 4-3: Interpret visual texts, including photographs, graphs,

advertisements, and Websites.

a. Subject

b. Purpose

c. Audience

d. Writing

e. Logic

f. Effectiveness

V. Reading and Interpreting Websites

Learning Objective 4-3: Interpret visual texts, including photographs, graphs,

advertisements, and Websites.

a. Source

b. Date

c. Logic

d. References

e. Visual images

f. Links

g. Effectiveness

VI. Logical Fallacies

Learning Objective 4- 4: Identify logical fallacies.

a. Band wagon

b. Card stacking

c. Character attack or ad hominem

d. Circular reasoning or begging the question

e. Either/or reasoning

f. False analogy

g. False authority or testimonial

h. False cause or post hoc

i. Glittering generality

j. Hasty generalization

k. Non sequitur

l. Red herring

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Chapter Four: The Critical Thinking, Reading, and Writing

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m. Slippery slope

n. Stereotyping

o. Tradition

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Writing in the Chapter

Annotated Essay:

“Animating a Blockbuster: Inside Pixar’s Creative Magic” by Jonah Lehrer (pages 70-71)

Student Writing:

“The Body of an Olympian” by Stacie Ross (page 82)

Chapter Four: The Critical Thinking, Reading, and Writing

Connection

Chapter Outline and Lecture Notes

I. Learning Outcomes

The student will learn techniques for the achieving these learning outcomes:

Interpret written texts using critical thinking skills.

Participate in class discussions about readings.

Interpret visual texts, including photographs, graphs, advertisements, and

Websites.

Identify logical fallacies.

**Thinking Critically**

Determine what ideas to accept or reject

Critical thinking makes a better reader, writer, and decision maker

Thinking skills

II. Reading and Interpreting Written Texts: Searching for clues, analyzing details,

and making inferences to form an opinion about a work (pages 67-71)

Learning Objective 4-1: Interpret written texts using critical thinking skills.

a. Pre-read and anticipate: Prior to reading

i. Publication information: determine where and when the article was

originally published

ii. Biographical information: establish the author’s background and

qualifications; decide if bias may be possible

iii. Title: think about the title of the piece and what expectations it

creates

iv. Overview: skim through the text, paying close attention to headings

and visual images; read introductory paragraphs and topic

sentences

v. Predictions: based on your pre-reading, establish what you already

know and predict what you expect to learn

b. Read and analyze: Take your time

i. Main idea: determine the thesis; is the point clear?

ii. Supporting points: identify specific details and examples used to

prove the thesis

iii. Rhetorical star: establish the five points of the rhetorical star

c. Re-read and annotate: Read a second time while taking notes

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Chapter Four: The Critical Thinking, Reading, and Writing

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i. Define: write down words that are unfamiliar

ii. Summarize: write down the main points and supporting details

iii. Visualize: create a visual organizer of the material

iv. Synthesize: make connections with the readings

v. Question and evaluate: ask a variety of questions

III. Participating in Class Discussions about Readings (pages 71-72)

Learning Objective 4-2: Participate in class discussions about readings.

a. Carefully read and have notes handy.

b. Skim the questions at the end of the selection.

c. Listen with an open mind.

d. Share your opinions even if they are different; be considerate.

e. Ask questions about the text if you feel confused.

f. Take notes during the discussion.

IV. Reading and Interpreting Visual Texts (pages 72-77)

Learning Objective 4-3: Interpreting visual texts, including photographs,

graphs, advertisements, and Websites.

a. Determine the focus of the image.

b. Look for the purpose or message being conveyed.

c. Establish the target audience.

d. Compare any written text with the visual representation.

e. Decide if the image is logical or misleading.

f. Determine if the image is effective.

g. Consider the following areas:

i. Subject: Does the image focus on people, objects, numbers, a

setting, or event?

ii. Purpose: Is the goal to evoke emotion, to persuade, or to provide

an example?

iii. Audience: Who is targeted?

iv. Writing: if writing is included, how does it connect with the image?

v. Logic: Is the message clear or possibly misleading?

vi. Effectiveness: Is the purpose accomplished?

V. Reading and Interpreting Websites (pages 77-79)

a. Establish the author and his/her credibility.

b. Check for the posting date.

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Chapter Four: The Critical Thinking, Reading, and Writing

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c. Verify the information if illogical or unbelievable.

d. Look for reference citations.

e. Use previous strategies to evaluate visual images.

f. See if the links work and are appropriate.

g. Determine if the material is effective and accurate.

VI. Logical Fallacies (pages 79-82)

Learning Objective 4- 4: Identify logical fallacies.

a. Band wagon: implying that an idea must be accurate if it is popular

b. Card stacking: providing evidence for only one side of a case, deliberately

omitting essential information that could change the reader’s opinion

c. Character attack or ad hominem: attacking a person rather than an issue

d. Circular reasoning or begging the question: attempting to support a

position by simply restating it in a different way

e. Either/or reasoning: suggesting there are only two possible solutions to a

problem when, in reality, there could be many potential options for

resolving the issue

f. False analogy: comparing things that are not similar in the most important

respects

g. False authority or testimonial: mentioning an authority figure or celebrity

as support for arguing a point

h. False cause or post hoc: suggesting that because one thing happened

after another, the first event caused the second one

i. Glittering generality: using emotionally charged words to gain audience

approval

j. Hasty generalization: drawing a conclusion without having sufficient

evidence

k. Non sequitur: the conclusion does not logically follow the evidence that is

provided

l. Red herring: diverting the reader’s attention away from the main issue by

introducing something irrelevant

m. Slippery slope: suggesting that if one change occurs, then other,

unwanted, changes will inevitably occur as well

n. Stereotyping: attaching a trait to people who belong to a particular

religious, ethnic, racial, age, or other group

o. Tradition: if something has always been done a certain way, then it must

be the correct way

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Chapter Four: The Critical Thinking, Reading, and Writing

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Chapter Four: The Critical Thinking, Reading, and Writing

Connection

Vocabulary Review

Analyze: to break something down into its parts (LO 4.1)

Band wagon: implying that an idea must be accurate if it is popular (LO 4.4)

Card stacking: providing evidence for only one side of a case, deliberately omitting

essential information that could change the reader’s opinion (LO 4.4)

Character attack (Ad hominem): attacking a person rather than an issue (LO 4.4)

Circular reasoning (Begging the question): attempting to support a position by

simply restating it in a different way (LO 4.4)

Critical thinking: analyzing ideas and reflecting on them (LO 4.1)

Either/or reasoning: suggesting there are only two possible solutions to a problem

when, in reality, there could be many potential options for resolving the issue (LO 4.4)

False analogy: comparing things that are not similar in the most important respects (LO

4.4)

False authority (Testimonial): mentioning an authority figure or celebrity as support for

arguing a point (LO 4.4)

False cause (Post hoc): suggesting that because one thing happened after another,

the first event caused the second one (LO 4.4)

Glittering generality: using emotionally charged words to gain the audience’s approval

(LO 4.4)

Hasty generalization: drawing a conclusion without having sufficient evidence (LO 4.4)

Logical fallacies: when someone draws a conclusion without using sound reasoning

(LO 4.4)

Non sequitur: the conclusion does not logically follow the evidence that is provided (LO

4.4)

Red herring: diverting the reader’s attention away from the main issue by introducing

something irrelevant (LO 4.4)

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Chapter Four: The Critical Thinking, Reading, and Writing

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Slippery slope: suggesting that if one change occurs, then other, unwanted, changes

will inevitably occur as well (LO 4.4)

Stereotyping: attaching a trait to people who belong to a particular religious, ethnic,

racial, age, or other group (LO 4.4)

Summary: a shortened version of an original work including only the main ideas (LO

4.1)

Synthesis: a combination of ideas from different sources to form a new whole (LO 4.1)

Tradition: if something has always been done a certain way, then it must be the correct

way (LO 4.4)

Visual literacy: the ability to read and interpret a variety of visual texts (LO 4.3)

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