Critical textbook-reading
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The document discusses how to evaluate evidence used to support opinions in writing. Writers may state opinions without evidence, so readers should evaluate if facts are objective, relevant, complete and truly back the stated opinion. When opinions differ, the reader should determine whose evidence is more reliable and fully supports their position. Readers must consider their own opinions on the topic and writing when deciding whether to accept the opinion in the text.
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Evaluation2
Evaluation is when a reader decides what they like or dislike about a text. Readers can evaluate during and after reading by deciding if the author brought the story to life or if it was informative. Evaluation questions include whether the reader enjoyed the story and what they liked or disliked about it. The document encourages readers to evaluate a portion of text by discussing it with a partner.
Evaluation
This document provides guidance on how to evaluate a text. It explains that evaluation involves deciding what you like or dislike about a text. A reader can evaluate during and after reading by considering how well the author brought the story to life, whether it was informative or entertaining, how well they understood it, and if they enjoyed it. The document suggests asking questions like whether you liked the story, what you liked or disliked about it, and if it reminds you of anything. Readers are instructed to evaluate a portion of text by discussing it with a partner.
Writing a Critique
This document provides instructions for how to write a critique. It explains that a critique evaluates a work to increase understanding and expresses an opinion. It should describe, analyze, interpret and assess the parts and value of the work. The steps include thoroughly reading the work multiple times, taking notes, researching context, investigating assumptions, organizing with an outline, and writing the critique.
Writing Opinion Pieces
1. The document provides guidance on writing effective opinion pieces for student publications. It stresses the importance of researching topics thoroughly to have an informed opinion and understand different perspectives.
2. It outlines steps for writing opinion pieces, including developing a clear focus, using specific examples and facts to support arguments, and considering potential controversies and responses.
3. The document advises student journalists to write from an informed position, give people criticized a chance to respond, and be prepared to defend their work, in order to write ethical and impactful opinion pieces.
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Encouraging Critical Literacy
The document discusses encouraging critical literacy in students. It defines what it means to be a critical reader as actively engaging with text, understanding an author's ideas, analyzing and questioning arguments, reading between the lines, and developing one's own opinion. The goals of critical literacy are to understand a text's voice and persuasiveness, be willing to engage with what is read, recognize an author's purpose and bias. Frequently used comprehension assessments like multiple choice and true/false questions are deemed not challenging or fun as they do not encourage active reading. Active reading enables students to interact with and discuss their opinions about a text.
Guidelinesforwritingacritique
The document provides guidelines for writing a critique in 5 steps:
1. Read the document thoroughly multiple times and take notes.
2. Gather evidence to analyze, such as where it was published and the author's strategies.
3. Analyze deeper elements like assumptions, gaps, and rhetorical appeals.
4. Organize the critique by themes identified in reading.
5. Write the critique, revising it and including an introduction, summary, analysis of strategies and elements, personal response, and conclusion. The critique should use the present tense and refer to the author by last name.
Critical reading
The document provides information about critical reading and various reading strategies. It discusses that critical reading is an active way of reading that involves analyzing, interpreting, and sometimes evaluating a text. It also discusses questioning both the text and one's own reading. The document then outlines strategies for critical reading such as preparing to read with an open mind, considering the title, reading slowly, and making notes. It also discusses multiple intelligence theory and outlines various types of intelligence such as linguistic, kinesthetic, visual, interpersonal, and intrapersonal. Finally, the document discusses different types of reading such as scanning, skimming, focus reading, and the SQ3R reading strategy.
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Evaluation2
Evaluation is when a reader decides what they like or dislike about a text. Readers can evaluate during and after reading by deciding if the author brought the story to life or if it was informative. Evaluation questions include whether the reader enjoyed the story and what they liked or disliked about it. The document encourages readers to evaluate a portion of text by discussing it with a partner.
Evaluation
This document provides guidance on how to evaluate a text. It explains that evaluation involves deciding what you like or dislike about a text. A reader can evaluate during and after reading by considering how well the author brought the story to life, whether it was informative or entertaining, how well they understood it, and if they enjoyed it. The document suggests asking questions like whether you liked the story, what you liked or disliked about it, and if it reminds you of anything. Readers are instructed to evaluate a portion of text by discussing it with a partner.
Writing a Critique
This document provides instructions for how to write a critique. It explains that a critique evaluates a work to increase understanding and expresses an opinion. It should describe, analyze, interpret and assess the parts and value of the work. The steps include thoroughly reading the work multiple times, taking notes, researching context, investigating assumptions, organizing with an outline, and writing the critique.
Writing Opinion Pieces
1. The document provides guidance on writing effective opinion pieces for student publications. It stresses the importance of researching topics thoroughly to have an informed opinion and understand different perspectives.
2. It outlines steps for writing opinion pieces, including developing a clear focus, using specific examples and facts to support arguments, and considering potential controversies and responses.
3. The document advises student journalists to write from an informed position, give people criticized a chance to respond, and be prepared to defend their work, in order to write ethical and impactful opinion pieces.
Reflection: AA100 tutorial
tutorial on reflection and preparation for TMA02 on Open University module, 'The Arts: Past and Present' (AA100)
Encouraging Critical Literacy
The document discusses encouraging critical literacy in students. It defines what it means to be a critical reader as actively engaging with text, understanding an author's ideas, analyzing and questioning arguments, reading between the lines, and developing one's own opinion. The goals of critical literacy are to understand a text's voice and persuasiveness, be willing to engage with what is read, recognize an author's purpose and bias. Frequently used comprehension assessments like multiple choice and true/false questions are deemed not challenging or fun as they do not encourage active reading. Active reading enables students to interact with and discuss their opinions about a text.
Guidelinesforwritingacritique
The document provides guidelines for writing a critique in 5 steps:
1. Read the document thoroughly multiple times and take notes.
2. Gather evidence to analyze, such as where it was published and the author's strategies.
3. Analyze deeper elements like assumptions, gaps, and rhetorical appeals.
4. Organize the critique by themes identified in reading.
5. Write the critique, revising it and including an introduction, summary, analysis of strategies and elements, personal response, and conclusion. The critique should use the present tense and refer to the author by last name.
Critical reading
The document provides information about critical reading and various reading strategies. It discusses that critical reading is an active way of reading that involves analyzing, interpreting, and sometimes evaluating a text. It also discusses questioning both the text and one's own reading. The document then outlines strategies for critical reading such as preparing to read with an open mind, considering the title, reading slowly, and making notes. It also discusses multiple intelligence theory and outlines various types of intelligence such as linguistic, kinesthetic, visual, interpersonal, and intrapersonal. Finally, the document discusses different types of reading such as scanning, skimming, focus reading, and the SQ3R reading strategy.
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Critical reading involves analyzing a text beyond just understanding it at a surface level. It requires asking questions about the strengths and weaknesses of arguments presented in the text. Some key aspects of critical reading include determining an author's purpose and viewpoint, separating facts from opinions, evaluating logic and evidence, and deciding whether to accept or reject the information. To be a critical reader, one should reflect carefully on what a text says, describes, and means by asking questions about the author's qualifications, potential biases, and missing information. Taking notes, marking up the text, and reading slowly and openly are important practices for developing critical reading abilities.
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To have a beautiful mind, one must know how to agree, disagree, differ and be interesting according to key principles. These include being willing to see other perspectives, exploring ideas rather than battling egos, and using questions, stories and humor to engage others. It is also important to listen actively, consider alternatives, and understand how values, emotions and opinions are shaped by experience. Interruptions should be avoided unless necessary to clarify or challenge flawed logic. Maintaining a constructive attitude and knowing when and how to start and steer discussions are also part of developing a beautiful mind.
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This document discusses critical thinking skills and Bloom's Taxonomy of Learning. It explains that critical thinking involves objectively analyzing arguments, identifying bias, and ensuring claims are backed by evidence. The document also outlines Bloom's six levels of learning, ranging from basic recall of facts to more advanced skills like evaluation. It emphasizes that developing critical thinking takes time and practice.
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The SQ3R reading method is a 5-step system to improve reading comprehension. It involves (1) surveying the text, including headings and visual elements, (2) generating questions about the main points, (3) carefully reading for meaning while taking notes, (4) reciting the main ideas from memory, and (5) periodically reviewing what was learned. Critical reading involves questioning assumptions, recognizing bias, analyzing arguments, and not accepting everything at face value. The reader should consider the source and intent in order to thoughtfully evaluate what is being said.
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Critical reading involves analyzing a text beyond just understanding it at a surface level. It requires asking questions about the strengths and weaknesses of arguments presented in the text. Some key aspects of critical reading include determining an author's purpose and viewpoint, separating facts from opinions, evaluating logic and evidence, and deciding whether to accept or reject the information. To be a critical reader, one should reflect carefully on what a text says, describes, and means by asking questions about the author's qualifications, potential biases, and missing information. Taking notes, marking up the text, and reading slowly and openly are important practices for developing critical reading abilities.
How to take killer notes
The document discusses different note-taking methods and provides instructions for the Cornell note-taking system. The Cornell system involves 6 steps: 1) recording notes, 2) reducing notes to key phrases and questions, 3) reciting the notes aloud, 4) reflecting on the notes and their significance, 5) reviewing the notes periodically, and 6) recapping each main idea with a summary. An example of a completed Cornell notes page is also included to demonstrate how to implement the 6 steps.
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This document provides information on communication styles, disagreeing respectfully, listening skills, creative thinking techniques, and decision making processes. It discusses cooperative vs competitive styles, introversion vs extroversion, and ways to see other perspectives. Techniques for creative thinking include parallel thinking, the six thinking hats approach involving different colored hats for different thinking modes, and generating alternatives. Good listening involves focusing, repeating back, questioning, and finding value. Decision making should define the need, generate alternatives, assess pros and cons, and plan next steps.
Critical reading as a part of critical writing
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The document provides guidance on how to write a strong essay. It discusses identifying the key elements of the essay question, gathering relevant materials from coursework, generating ideas, creating an outline plan, drafting the essay, reviewing and revising, and finalizing the draft. The document emphasizes starting to write early, having a clear central idea and argument, and ensuring the introduction provides context and the conclusion ties back to the original question. It prompts the reader to evaluate essays based on how well the central idea is conveyed and whether the piece logically addresses the questions asked.
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This document discusses the importance and benefits of asking questions before, during, and after reading. It explains that proficient readers actively construct knowledge by asking themselves questions to clarify information and ideas in a text. Before reading, questions are based on the topic, title, and text features to activate prior knowledge and make predictions. During and after reading, questions are based on information from the text and require the reader to think more deeply about the author's message since the answers may not be explicitly stated. Asking thick questions that go beyond details stated by the author and require forming an opinion or support is especially important. Overall, asking questions improves attention, comprehension, and critical thinking skills for the reader.
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Choosing quality nonfiction
This document provides guidance on how to choose quality nonfiction books for students. It discusses evaluating books based on the author's authority and accuracy of research. Quality nonfiction also contains literary elements like voice and style. Books should be selected based on their purpose, scope, depth and relevance for students. Teachers should consider students' interests, backgrounds and observations to select engaging nonfiction materials. Visual literacy is important, so books containing various visual elements like photographs, diagrams and graphs can enhance learning. Choosing books students find interesting that support understanding is key.
C:\Documents And Settings\Ankur Ashta\My Documents\Rhea\Book Summaries\How To...
To have a beautiful mind, one must know how to agree, disagree, differ and be interesting according to key principles. These include being willing to see other perspectives, exploring ideas rather than battling egos, and using questions, stories and humor to engage others. It is also important to listen actively, consider alternatives, and understand how values, emotions and opinions are shaped by experience. Interruptions should be avoided unless necessary to clarify or challenge flawed logic. Maintaining a constructive attitude and knowing when and how to start and steer discussions are also part of developing a beautiful mind.
Statement of explanation expository compare contrast
This document provides guidance on writing a statement of explanation (SOE) by posing a series of questions to consider in five key areas: choices made in writing style, how the chosen form fits the intended style, the intended audience, what the audience should understand, and choices made in vocabulary and language techniques. The questions prompt the writer to reflect on their intended audience, ensuring their writing achieves the goal of presenting a logical conclusion based on evidence rather than persuading readers. Writers should address a couple questions from each section concisely and with a clear understanding of their audience.
Reflection Essays
Reflection essays are based on personal experiences and observations. The writer aims to present an experience vividly in order to explore its possible meanings. Reflective writers use events from their own lives and observations of people and places as a starting point for reflecting on broader societal topics. Developing reflections involves techniques like generalizing, giving examples, comparing and contrasting, extending ideas, analyzing, and applying ideas to practical situations. The writer's goal is to engage readers by establishing a connection and leaving them with something to think about regarding the subject.
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This is a power point slides presentation , that basically ,gives a serious of steps, that are needed in-order to be able to write an assay .
Review Writing Presentation
Review Writing Presentation
Presented By: Sufian Mehmood Soomro
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Course Title: Communication Skills
Shah Abdul Latif University Ghotki Campus
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This document provides guidance on writing effective evaluation essays. It emphasizes the importance of using valid, appropriate reasons supported by experts to evaluate a subject, rather than just stating personal opinions. It also stresses creating common ground with readers, counterarguing opposing views respectfully, and using creativity to engage readers and demonstrate care in one's evaluation. The goal of writing evaluations is for students to understand their own values as well as those of others.
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containing useful thematic and biographical information, as well as clues to writing
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Visuals
Recognizing the importance of visual communication, the 13th edition of Explor-
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Acknowledgments
Many people behind the scenes are, at the very least, deserving of thanks and
acknowledgment for their help with this 13th edition. It is impossible to thank
all of them, but there are some for whose help I am particularly grateful. I would
like, first, to thank those instructors who answered lengthy questionnaires on the
effectiveness of the essays and supplied many helpful comments and sugges -
tions: Wendy Crawford, Camden County College; Miriam Gershow, University of
Oregon; Philip Hu, Cerritos College ; Martin W . Sharp, Rowan University ;
Judith Stanley, Alverno College; Lori White, Los Angeles Pierce College. To all the
instructors and students who have used Exploring Language over the past 12 edi-
tions, I am very grateful.
A very special thanks to Kathryn Goodfellow for her enormous assistance in
locating material, writing the apparatus, and putting together the Instructor's Man-
ual under tight deadlines. My thanks also to Amy Trumbull for her help in securing
permissions for the text. Finally to the people of Longman publishers, especially
my editor Suzanne Phelps Chambers and her assistant Laney Whitt, and my devel-
opmental editor Anne Leung , thank you for your continuing support, understand-
ing, and enthusiasm throughout the production process of this edition.
-Gary Goshgarian
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This document provides an overview of what a column is and tips for writing a good column. A column is a regular piece in a publication that contains the writer's opinion on a particular topic. It allows the writer to freely express their views and knowledge about a subject. Good columns focus on one topic, interest readers, present well-researched and supported arguments, and potentially provoke thought or shed light on issues. Columns should also grab readers' attention, maintain a clear focus, and consider opposing viewpoints.
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The document provides an overview of what an article review or critique entails. It explains that a critique involves summarizing an academic source, reporting its main ideas and findings, and evaluating its contribution to the relevant discipline. It notes that academic critiques have different goals than general reviews, aiming to advance scholarly understanding rather than just offer an opinion. The document outlines the roles of critiques in furthering academic conversations and advancing knowledge in a field. It also discusses how to approach critiquing an expert source as a student and offers guidance on structuring a critique.
S1150053
A literature review summarizes and synthesizes the existing scholarly research on a particular topic. It should be organized around and directly relate to the research question. The review identifies what is known and unknown about the topic based on previous studies, and recognizes areas of controversy. It also formulates new questions for further research. When writing a literature review, one must thoroughly search for relevant sources, critically analyze the literature, discuss conflicting findings, and ensure the review is useful to the reader.
Peer Mentoring & Creating Writing Groups that Work
This workshop will consider how researchers can support one another to improve their academic writing. Writing groups have clear benefits – when run effectively, their model of peer mentoring can improve your confidence and motivation as a writer, helping you to develop your ideas and original research, and make more effective use of the time spent with your supervisor. They can be a great way of dealing with the pitfalls familiar to many researchers, including writer’s block and procrastination. As an intellectual community, a writing group can also open the way to future research collaborations. After sharing some of the common problems involved in writing research, this workshop will suggest strategies for overcoming them through peer mentoring, and offer practical advice on establishing and maintaining a writing group.
Publication without Tears: Tips for aspiring authors - Emma Coonan, Guest Pre...
This document provides tips for aspiring authors on publishing articles in academic journals. It discusses framing an article by addressing what the research is, why it matters, and how it was conducted. It describes the peer review process and criteria reviewers consider, such as relevance, originality, approach, literature review, and clarity. The document advises responding to reviewer feedback by addressing comments or discussing disagreements with editors, and revising and resubmitting articles as needed. Overall, it aims to help make the publication process less intimidating by demystifying tasks like writing, revising, and interacting with reviewers and editors.
Persuasive Writing Tips
This document may help undergraduate writers (especially freshman) discover their own unique approach to assignments by avoiding common mistakes and cliche analytical techniques. However, any writer should benefit from these reflections about persuasion and rhetoric.
Elit 10 essay 1
This document provides instructions for writing an essay analyzing LGBT fiction written before 1960. Students are asked to choose one of the primary texts provided and analyze an aspect of it in a 2-3 page paper. The essay should have a clear thesis and use evidence from the chosen text and optional secondary sources to support an original interpretation. The document provides guidance on formulating a thesis, writing an introduction, composing the body paragraphs with close reading analysis, and concluding the essay. Students are expected to closely read the text, ask analytical questions, and avoid simply restating information without intrinsic support from the source material.
Critical thinking | interogatting the text
The document discusses six techniques for interrogating texts: 1) Previewing the text to understand its structure and scope, 2) Annotating by taking notes and writing in the margins, 3) Outlining, summarizing, and analyzing to understand the key ideas, 4) Noting repetitions and patterns in language, 5) Contextualizing the text by considering its time period and audience, and 6) Comparing and contrasting different texts on similar topics. The goal of interrogating texts is for students to actively engage with readings and develop strong reading comprehension skills.
Argumentative essay
This document provides guidance on writing persuasive essays. It discusses establishing facts to support an argument, clarifying relevant values for the audience, and prioritizing facts and values to build the argument. It also mentions forming conclusions and convincing the audience that the conclusions follow from the agreed upon facts and shared values. The document provides strategies for completing a persuasive writing assignment such as determining facts and sources, evaluating an author's argument, and asking what is missing from an argument.
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The document provides tips for conducting a literature review. It discusses that a literature review analyzes and summarizes previous research published on a topic. The purpose is to show what is already known about a topic, including established ideas and knowledge as well as strengths and weaknesses. When conducting a literature review, one must search for information, consider contrary opinions, assemble a summary of known and unknown aspects, identify areas of debate, and introduce questions for further research. It should be organized around and relate directly to the research question or thesis.
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Webquest 2.1
The document is about a lesson on the skin for students. It introduces the topic and task of creating a report about the skin, which is the largest organ of the body. It provides learning objectives like identifying the parts of the skin and their functions, and discussing diseases of the skin. It outlines the lesson process, which will begin with activating prior knowledge, identify the skin's parts by viewing diagrams, discuss functions through experimentation, and assess learning through worksheets. The goal is for students to understand the important role of the skin in the body.
Reproductive System
The document discusses the human reproductive system. It describes the key parts and functions of both the male and female reproductive systems. The male system produces sperm and its parts include the testes, vas deferens, penis, and others. The female system supports pregnancy and childbirth, and its parts are the ovaries, fallopian tubes, uterus, vagina. The document also explains the menstrual cycle and how it occurs over a typical 28 day period in females.
Nervous System
The nervous system is made up of the brain, spinal cord, and network of nerves. It processes information as the body's internal communication system. Neurons are the basic unit, carrying electrical signals throughout the body. The central nervous system includes the brain and spinal cord, which process sensory information. The peripheral nervous system connects to the central nervous system and controls involuntary functions. It is divided into the somatic and autonomic systems. The autonomic system further divides into the sympathetic and parasympathetic systems which work in opposition to activate the fight or flight response or return the body to rest.
Math Problems
The document provides details about calculating the volume of a fish tank and an electric post that were hit by a truck. It gives the dimensions of the fish tank as 1.25 meters long, 1 meter wide, and 1.5 meters high. It then shows the calculation of the volume as 1.25 x 1 x 1.5 = 1.875 cubic meters. For the electric post, it gives the height as 150 cm and radius as 15 cm, and calculates the volume as 3.14 x 15 x 15 x 150 = 105,975 cubic centimeters. The driver and passenger were rushed to the hospital with minor injuries after causing a two-hour blackout in the area.
Culture and Education
Schools serve as major institutions for transmitting culture from one generation to the next. They help learners systematically acquire the ideas and patterns of behavior that define their culture. While technology can enhance instruction, the presence of a teacher cannot be replaced, as teachers are still the best way to guide learning and ensure the continuity of a society's culture.
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The document discusses the excretory system of the human body. It describes the major organs that make up the urinary system - the kidneys, ureters, urinary bladder, and urethra. The kidneys filter waste from the blood to produce urine, which is stored in the bladder and expelled from the body through the urethra. The lungs and skin also play roles in excretion by removing carbon dioxide and water and salt, respectively. The liver filters harmful substances from the blood, while the large intestine processes undigested food waste.
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Critical textbook-reading
- 2. Sometimes when writers state their opinions, they just assert their points of view without providing any support. Any writer who states opinions without giving supporting evidence probably should not convince you.
- 3. More often, writers try to convince readers to share their opinions by presenting various facts or evidence. So must you evaluate the evidence presented in what you read to decide whether to accept a writer’s opinion?
- 4. The following questions will help you to evaluate any evidence offered in support of an opinion you find expressed in your reading: Can the facts be trusted? Are the facts given in an objective? Do the facts really support the opinion being expressed?
- 5. Are the facts relevant to the point being made? Have the unfavorable or negative points been left out? Do the facts prove the writer’s opinion, or do they only suggest that the opinion is reasonable?
- 6. If two writers give opposite opinions, you should judge which one give the better evidence. Whose facts are more reliable, are more complete, are expressed more objectively? Whose facts support the opinion more fully?
- 7. Textbook writers are not shy about giving their opinions is supporting details or evidence to back up the opinions.
- 8. • Selection: Today, American Indians are impoverished people; life is difficult whether the live in cities or on the reservation. For example, the death rate of Navajo babies over 18 weeks old is 2 ½ times that of the overall population. Moreover, in 1987 the National Urban Indian Council estimated that 60 to 80 percent of native Americans living in cities are unemployed.
- 9. Whether you accept a writer’s opinion depends on your own opinions --- both your opinions about the subject and your opinion about the piece of writing.
- 10. Some of the thoughts that pop into our head may be good. It is when you can develop and support them convincingly. Sometimes, it turns out to be unsupportable– perhaps a result of a prejudgement or bias or a result of not thinking carefully enough.
- 11. Journal- a kind of diary of your thoughts about reading Whenever you read, write out your thoughts about it. Do not summarize or simply repeat what the reading states. Instead say your reason why you agreed or otherwise.
- 12. If the reading reminds you of something you experienced, describe it and state how the reading is related to it. If you dislike the writer’s attitude or manner of looking at the subject, explain exactly what is wrong in the writer’s approach.
- 13. If the writer disagrees in your professor’s point in a lecture or with points made by the students in a class discussion, explore the issue too.
- 14. How do you feel about the subject of the reading? Are your thoughts and feelings similar to the writer? How? Why? Does the textbook selection expand upon, challenge, or disagree with the points made in the class discussion or by the professor?
- 15. Which part of the reading seemed to be especially interesting or new or unusual? What particular facts or details did you learn? How do your experiences relate to what you have read? How can you support or challenge the points in the textbook through events and observations in your own life?
- 16. What have you read somewhere else that supports or question what you read in the textbook? How convincing the ideas and arguments that the writer states?
- 17. how might the people you know react on the opinion presented in the textbook selection? As you were reading, what thoughts run through your mind?