Chapter 9 : CRCB : Using Preview, Study-Read, and Review (PSR) Strategies

Questioning Yourself: Preview, Study-Read, Review (PSR)

PSR is purposeful, direct questioning before, during, and after reading.

Steps for Preview a Reading

1. Skim the Reading : Skimming means reading quickly skipping details and focusing on the title of the chapter, the introduction, each subheading and the summary.

2.Develop Question : Reread the title and subheadings and develop question about them using these six words: who, what, when, why, where and how.

3.Predict Content: Based on the information you have gathered and the questions you have developed.

Steps for Study-Reading

1. Read and Ask Question

2. Understand Sections

3. Monitor your reading

4. Determine Main Ideas

Steps for Review a Reading

1. Assess Your Understanding of Entire Reading Assignment

A. Summarize

B. What about Topic? (attach new information to old)

C. What parts do you still not understand? (comprehension check)

2. Clarify Confusing Parts

Chapter 9 : TFY : Argument: What's Good Argument?

Critical Reading of Arguments

What an argument first needs is an objective reading or hearing. Afterwards criticism can begin with five questions.

What Viewpoint Is the Source of This Argument?

Arguments represent the bias, internet and objectives of a viewpoint.

What Is the Issue of Controversy?

To assess an argument, we first must determine the issue.

Argument : offering reasons to support a conclusion with the intent to persuade.

Issue: a problem of public concern that is subject to dispute or debate.

Debate question: a question that states an issue, providing a focus for pro and con positions on that issue. Debate questions are expressed in neutral terms, often beginning with such words as "should"

Is it an Argument or a Report?

Arguments and reports are each structured differently and have different objectives. We cannot analyze one according to the standards of the other.

How is the Argument Structured in Terms of Reason and Conclusions?

A quick method for analyzing an argument is to disassemble its structure, first identifying its conclusion and then separating that statement from the reasons offered to support it.

Conclusion: A clear statement of what an argument intends to prove. This statement serves as the argument's thesis, final opinion, or judgment. It clearly shows the author's position on an issue.

Reason: Statements offered to explain, justify, or support the conclusion of an argument. Reason can take the form of statements of facts, statistics, evidence, or reasoning. Any number of reasons can be offered to support one conclusion.

Identifying the Conclusion of an Argument

conclusion is generally understood as a final summary statement in an argument, the conclusion functions more like the thesis of a composition, which something appears first.

Identifying Reason

Reasons are statements of opinion, propositions, premises, or statements of evidence offered to explain, justify, or support conclusion.

More on Distinguishing Reasons from Conclusions

Implied Conclusions

Conclusions in a series

Conclusion at the Beginning

Conclusion in the Middle

Is Any Information False, Contradictory, or Irreconcilable?

Although we may not be able to prove falsehoods, we can pay attention to such warning signs as discrepancies, contradictions, incongruities and inconsistencies.

Discrepancy: Something diverges from what we expect; an inconsistency, as between facts and claims.

Incongruity: Something that does not meet our expectations about what is correct, appropriate, logical, or standard. The word means not in agreement.

Consistency: Something that is consistent has constancy and therefore dependability. The term means to stand. Something that is inconsistent lacks constancy or logical coherence and may contain contradictions.

Contradiction: To make claims that cannot both be true or both be false at the same time, to do or say something, then deny it was done or said; to say one thing but do the opposite.

Irreconcilable: Conflicting ideas, beliefs, or information that cannot be fully explained or resolved.

Conclusion indicator words include therefore, so, in fact, the truth of the matter is, in short, it follows that, indicates that, suggests that, proves that, we may deduce that, points to the conclusion that, in my opinion, and the most obvious explanation is.

Reason indicator words include because, first...second, since, for, for one thing, in view of the fact that, for the reason that, is supported by, for example, also.

Chapter 8 CRCB : Textbook Methods of Organization

Why Authors Use Methods of Organization

Authors use different methods of organization in order to present information in a logical format that suits the subject matter and goals of their book.

How to Use Methods of Organization

Once you recognize the patterns being used in a textbook chapter, you can use them as a blueprint for predicting the types of exam questions you might be asked

Organizational Word Clues: OWCs

OWCs are used to indicate the overall organization of a reading passage, journal article, or textbook chapter.

Textbook Methods of Organization

Listing

Authors use the listing method of organization to enumerate events, ideas, or other concepts.

They organize their lists in a variety of ways: alphabetically, numerically, by order of importance, or by category.

Cause/Effect

When authors use the cause/effect method of organization, they show why something happened, the effects of something that occurred, or the outcome of an event.

Comparison/Contrast

they examine the similarities or differences between two or more ideas, people, objects, events, or other things.

Definition/Example

Authors use the Definition/Example method of organization to clarify the meaning of key concepts. To aid in this clarification, they use analogies, provide direct definitions with examples, or offer description.

Sequence

they show the steps in a process or the chronological order of certain events. This organizational method is used not just to list ideas or events, but to highlight the fact that the order in which they occurred is important.

Identifying Methods of Organization

As you read, look for word clues that will indicate how the author is trying to convey his or her message. If you get stuck, go back to the lists of OWCs provided for each organizational method. While they do not include all the organizational word clues an author could possibly use, they do provide examples of the types of words authors use for each method, and can give you clues to the pattern an author is using.

Organizational Methods in Longer Readings

Loot at the entire reading, whether it be 10 pages or a whole chapter.

- To conclusion about the overall method of organization

- Determining an author's overall method that will help you confirm what the main idea

Chapter 8 TFY : Viewpoints : What's the Filter

The purpose of this chapter is to demonstrate the benefits of such attitudes and skills.

Critical thinking means learning to recognize viewpoints and how they shape the content of any message.

Viewpoints - like assumptions, opinions, and evaluations - can be either conscious or unconscious

We communicate best when we are aware of our own viewpoint and can understand and respect the viewpoints of others as well.

Writers shape their stories through their choice of a point of view; their choices include third-person, first-person, and multiple points of view. These viewpoints may be omniscient or humanly limited.

Unconscious viewpoints include the egocentric, ethnocentric, and religiocentric.

Left, right, and centrist perspectives exist within both the Republican and Democratic parties.

The Internet provides a vehicle for the expression of a wide range of viewpoints not well represented in the U.S. corporate media. Such viewpoints include third political parties, feminists, gays and lesbians, ethnic minorities, labor, environmentalists, religious groups, and immigrants.

Periodicals can express viewpoints through images, words, and in the framing given to information. Framing decisions made by an editor can exercise a hidden influence over the reader.

Chapter 7 CRCB Using Inference to Identify Implied Main Ideas

Inference is the process of making assumption, and drawing conclusions about information when an author's opinions or ideas are not directly stated.

Inference Strategies
Strategy 1: Understand an Author's Purpose
An author's purpose is an author's reason for writing.
Textbook authors want to inform you about specific subjects such as mathematics, biology, literature, sociology, or business.
Authors of other types of college reading material such as essays, journal articles, and stories write for other purpose : to persuade you of the importance of addressing the issue of global warming, to document new scientific theories or discoveries, or to stimulate your imagination and entertain you.
To understand an author's purpose in writing about a topic, ask yourself, "What is the author's reason for writing"

Strategy 2 : Note Comparisons and Implied Similarities
Strategy 3 : Understand an Author's Use of ToneThe tone authors use to discuss their subject matter can reveal their attitudes toward it.

Strategy 4 : Detect an Author's Bias
Strategy 5 : Recognize Information GapsIt is particularly difficult to draw inferences from reading material when limited information is presented or when information appears to be missing (information gaps)

Knowing How Much to InferRemember that reading is a two-way conversation; you cannot ignore the other person speaking, the author.

Implied Main IdeasImplied Main Ideas are the main points of paragraph, section, or chapter that are not stated explicitly.
1. Read carefully
2. Identify the topic of the reading material
3. Ask yourself what important point the author makes about the topic
4. Combine the topic with the new information you have learned

Chapter 7 TFY : Evaluations : What's Judged?

On Evaluations

Our values shape our ideals, decisions, and judgments.

Evaluate means (1) to determine or fix the value or worth of something or (2) to examine and judge, appraise, estimate.

Premature Evaluations

Our minds tend to evaluate situations before we have had the time to look them over

Evaluations are not facts

Critical thinkers try to be fair in their use of evaluation. They don't mistake evaluative words for facts.

Expectations Influence Evaluations

Expectations influence our perceptions as well as our evaluations.

Recognizing Evaluations in Word Connotations

Word connotations can be manipulative evaluations

Propaganda and Hidden Evaluations

The best defense against propaganda is to stay conscious.

Propaganda

1. Publicity to promote something

2. Deceptive or distorted information that is systematically spread.

Propaganda connotes deliberately false or misleading information that supports a political cause or the interest of those in power.

Propaganda involves the dexterous use of images, slogans and symbols that play on our prejudices and emotions.

Chapter 6 CRCB : Finding Supporting Details

What are supporting details?



Authors use details to illustrate and explain their main ideas. Unlike topics or main ideas, which are more general in nature, details consist of facts, examples, and other specific information.

Major Supporting Details
Major supporting details provide support for the main idea of a reading. They are commonly presented in the form of examples, illustrations, explanations, definitions, facts, or opinions, and they typically answer who? what? when? how? or why? question about the main idea.

Minor Supporting DetailsMinor supporting details are intended to clarify and enhance the major supporting details and are not usually considered as important. However, some of them are significant and useful to remember.