Bel 462 week 1

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Bel 462 week 1

  1. 1. BEL 462
  2. 2. Course DescriptionThis course is designed to developstudents’ ability to read analyticallyand think critically. It focuses on therelationship between reading andcritical thinking and providesstudents with a structured methodfor interpreting content andorganization of written texts. Tasksand activities suggested arediscipline-based.
  3. 3. Course OutcomesBy the end of the course, studentsshould be able to: ◦ apply vocabulary skills to determine the meaning of words ◦ identify and classify the ideas presented in the texts read ◦ analyse and evaluate the texts read
  4. 4. Syllabus Content Determining the meaning of words Identifying main ideas in texts Recognising the various types of supporting details Identifying logical reasoning Making inferences and drawing conclusions Analysing and evaluating the texts read
  5. 5. AssessmentOn-Going Assessment 90%Test 1 30%Graded Assignment 20%Test 2 40%Attendance and 10%Assignments
  6. 6. Test 1 Test 2 Questions that test  Questions that test ability to: ability to apply all the ◦ determine the reading and critical meaning of words thinking skills taught ◦ identify main  Argumentative ideas in texts ◦ recognise the supporting details ◦ distinguish between fact and opinion Argumentative
  7. 7. Graded Assignment Questions that test ability to: ◦ identify the various types of supporting details ◦ identify logical reasoning: deductive and inductive reasoning ◦ make inferences and draw conclusions ◦ evaluate validity and credibility Argumentative
  8. 8. Dictation! ðizɑr ðə rulz fɔr maj klæs: 1) bi punctual 2) ɒlwez fɑlo ðə drɛs kod 3) ɒlwez spik ɪn ɪŋglɪʃ 4) dɪkʃənɛri ɪz compulsary 5) dont smok bəfɔr, dʊrɪŋ ænd æftər klæs 6) ətɛndəns ɪz maj prajɔrəti 7) æktɪv partɪsəpeʃən ɪn klæs
  9. 9. Answer These are the rules for my class: 1) Be punctual 2) Always follow the dress code 3) Always speak in English 4) Dictionary is COMPULSARY 5) Dont smoke before, during and after class 6) Attendance is my priority 7) Active participation in class
  10. 10. What is reading and criticalthinking?
  11. 11. Definition Reading interacting with and absorbing the text. interacting with and absorbing the text. ◦ primary goal is to understand the first level on which the text operates – what the author actually says. ◦ first reading –trying to get the gist of what the author is saying and sense of his or her tone. ◦ rereadings – after the first reading, plan on at least one other. this time read slowly. your main concern should be to grasp the content and how it is constructed.
  12. 12. Reading process
  13. 13. Cont.. Reading Process
  14. 14. Can you read this?Then which of the favours o f yourLord will ye deny?
  15. 15. Definition Critical Critical means “sceptical,” “exacting,” “creative.” When we operate critically, we question, test and build on what others say and what we ourselves think. ◦ Critical does not mean “negative” in this context. In Greek it means “to separate” and “to discern”: Thus a critical thinker, reader, or writer separates a subject into parts, discerns how the parts work together and how the subject relates to other subjects, and (often) judges the subject’s quality and value.
  16. 16. Reading + Critical Thinking?1 • Identify the main issue2 • Evaluate the evidence3 • Recognise underlying assumptions4 • Evaluate authorities5 • Recognize bias and propaganda6 • Interpretation and action
  17. 17. Commentary article To read critically, you need to read actively. Writing back gives lots of ammunition. In addition, after your initial reading it is useful to do some invention work Commentary on the article includes the analysis of the authors reasoning: ◦ Assumptions ◦ Logical and emotional arguments ◦ Conclusions ◦ Did he miss any good arguments or counterarguments? ◦ Did he cover the range of the issue he set out to address? ◦ Are his basic social assumptions valid, or has he overgeneralized some of his statements?
  18. 18. Example of commentaryarticleBreeding evil. (2005, August 6). Economist, 376(8438), 9.Retrieved from http://www.economist.com This editorial from the Economist describes the controversy surrounding video games and the effect they have on people who use them. The article points out that most critics of gaming are people over 40 and it is an issue of age not of the games themselves. While the author briefly mentions studies done around the issue of violence and gaming, he does not go into enough depth for the reader to truly know the range of studies that have actually been done in this area, other than to take his word that the research is unsatisfactory. The author of this article stresses the age factor over violence as the real reason for opposition to video games and stresses the good gaming has done in most areas of human life. This article is a good resource for those wanting to begin to explore the controversy surrounding video games, however for anyone doing serious research, one should actually examine some of the research studies that have been done in this area rather than simply take the authors word that opposition to video games is simply due to an issue of generational divide.
  19. 19. Task Read the article on “Shyness” and share your thoughts regarding what you’ve read. Write your comments on the article in i-Learn.

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