978-1259989582 Chapter 4 Part 2

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)

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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.

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.

without the prior written consent of McGraw-Hill Education.

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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)

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…

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.

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

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

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: _________________________________________

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)

without the prior written consent of McGraw-Hill Education.

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