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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Class Activities and Sample Assignments
1. Pick an evening to watch one hour of television. Take notes during the commercials.
Include the name of the product, the target audience, and any logical fallacies you
identify. Share you findings with the class. How does this analysis change the way
you view television and commercials? (LO 4.4)
2. Bring in the editorial section of the local newspaper. Distribute articles, political
cartoons, and letters throughout the classroom—sharing will likely be necessary.
Discuss why critical thinking skills are essential when viewing the shared material.
Are the arguments logical? (LO 4.2, LO 4.3, and LO 4.4)
3. Ask students to bring in a picture from a magazine advertisement, but to remove any
wording. Have classmates assess the photographs and make predictions regarding
what product they think is being advertised. (LO 4.3)
4. Bring in popular song lyrics. Have students complete the three-step process for
close, critical reading. Have students compare results with each other. (LO 4.1)
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Connect Resources
SmartBook
In SmartBook for Chapter 4, The Critical Thinking, Reading, and Writing Connection,
students receive an overview of the chapter in the “Preview” phase. During the “Read”
phase, key concepts are highlighted for students. They can also read one or more of the
“Career-Based,” “Reading and Reflection,” or “Student Writing” selections during this
phase—you will need to let students know which selections to read. During the
“Practice” phase, students respond to probes that will reinforce their learning of key
concepts. If students are struggling with an assignment, they can use the “Recharge”
phase for additional practice.
LearnSmart Achieve
You can use the “Customized Study Plan” to assign one or more of the following topics
and learning outcomes to students who are working on a critical reading assignment:
Reading to Understand Literal Meaning
Identify the central purpose of a text using textual cues that point to the main idea.
Identify the central purpose of a text using visual cues that point to the main idea.
Illustrate the appropriate use of annotating to aid the understanding of a text.
Illustrate the appropriate use of note taking to aid the understanding of a text.
Illustrate the appropriate use of outlining to aid the understanding of a text.
Illustrate the appropriate use of paraphrasing to aid the understanding of a text.
Illustrate the appropriate use of summarizing to aid the understanding of a text.
Identify a claim or argument in a text.
Identify evidence used to support a claim in a text.
Evaluating Truth and Accuracy in a Text
Identify the presumed audience for a text and the values/beliefs of that audience.
Recognize the difference between impartial language and language intended to appeal
to readers’ emotions and self-interest.
Recognize where and why information is missing from a text.
Identify correct and incorrect information in a text.
Identify contradictory information in a text.
Identify opposing arguments presented in a text.
Recognize markers that are used to evaluate the scholarly credibility of a text.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Evaluating the Effectiveness and Appropriateness of a Text
Compare the effectiveness of different organizational strategies used in a text.
Identify a logical appeal in a text.
Identify an ethical appeal in a text.
Identify an emotional appeal in a text.
Determine the appropriate tone for a text from a given type of writing, intended audience,
and purpose.
Power of Process
Power of Process guides students through the critical reading and writing process step-
by-step. You can assign selections from the eReader using the “Select a Text” option, or
you can upload your own selections. Any text would be appropriate for students to
practice critical thinking, reading, and writing skills.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
IM-4|13
Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Discussion Questions for Online/Hybrid Classes
1. Post a topic in the discussion area of the course such as dieting. Have students do
internet searches and post at least one website related to the topic. Have every
student view at least one of the sites and determine if the site is credible and
unbiased or biased. Make sure to reference source, date, logic, references, visual
images, links, and effectiveness when posting. Why is critical thinking especially
important when researching this type of topic? (LO 4.4)
2. Have students identify their favorite television commercial, including the product
name, a brief summary of the ad, and reasons why they like it. As a class, discuss
why different people are drawn to different or similar commercials. Does the
commercial target a particular audience? Are some commercials loved by some and
hated by others? Is the advertiser successful in selling the product? (LO 4.3)
3. As a class, read the famous speeches of Abraham Lincoln, John F. Kennedy, Martin
Luther King, Jr., or President Barrack Obama. Consider the time period of the
speech. What impact did the speech make historically? What makes the speech
memorable? What would happen if the same speech was given today? How would
the message be interpreted? Would it still be effective? (LO 4.2)
4. Look back at the Websites and commercials discussed in Questions 1 and 2. List
examples of logical fallacies. What impact might they have on the intended
audience? (LO 4.4)
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Graphic Organizers
Pre-reading with a Critical Eye
(LO 4.1)
Fill in each section when preparing to pre-read and anticipate a text.
Where and when was the article
published?
Is the article current? Does it
provide insight into the past?
What is the author’s occupation
and education?
Does the writer appear to have
bias about the subject?
What is the title?
What do you expect from the
work, based on the title?
Does the title make you want
read the material?
After skimming through the text,
jot down any words or ideas that
stood out in your mind.
Time to Make Predictions
Use the space below to list what you know and what you think you may learn.
What I know... What I predict...
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Taking One Last Look
Fill in each section while re-reading and annotating.
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Unfamiliar Words My Own Words
From My Eyes
My Connections
Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Logical Fallacies Lookout
(LO 4.4)
For one day, try to identify at least one example of each type of logical fallacy. Write the
example in the column on the right. You may find examples in the newspaper, in
magazines, in political ads, on television, on social media sites, in commercials, or from
friends or family. You may even create a few of your own.
Band Wagon
Card Stacking
Character Attack
Circular Reasoning
Either/Or Reasoning
False Analogy
False Authority
False Cause
Glittering Generality
Hasty Generalization
Non Sequitur
Red Herring
Slippery Slope
Stereotyping
Tradition
Teaching Tools
Website Interpretation
Website Interpretation Notes Points
Earned
Source
Date
Logic
References
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Visual Images
Links
Effectiveness
Web address: ___________________________________
Visual Text Interpretation
Interpretation Notes Points
earned
Subject
Purpose
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Audience
Writing
Logic
Effectiveness
Item analyzed: _________________________________________
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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Chapter Four: The Critical Thinking, Reading, and Writing
Connection
Writing Topics
1. Write an advertisement for “the perfect college backpack.” Include at least one
logical fallacy. Use your creativity to determine what makes the product superior. (LO
4.4)
2. Grab your favorite magazine, and select one article. Use the three-step process for
critical reading. Next, write a paragraph explaining your interpretation of the article.
Did you view it differently after each step? Does the article target a particular
audience? Is the information logical? Is the author trustworthy? Do you view the
magazine any differently after using a critical thinking approach? (LO 4.1)
3. Write about how you have changed as a reader, writer, and consumer after reading
this chapter. If you have not changed, explain why. (LO 4.1)
4. Write an essay about the impact of highway billboards in or around the area where
you live. Do they make an impression? Do they bother you in any way? Speak to
others in your class for additional perspectives. (LO 4.3)
Copyright © 2016 McGraw-Hill Education. All rights reserved. No reproduction or distribution
without the prior written consent of McGraw-Hill Education.
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