Thursday, march 1, 2012
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This document contains information about events that occurred on specific dates in history, learning objectives for an English class, vocabulary terms for a literature unit, and the planned structure for an upcoming lesson. The learning objectives are to understand rhetorical devices, analyze an author's central idea and how it is developed, and identify the use of rhetorical techniques in informational texts. Key vocabulary includes inference, thesis, connotative language, technical language, diction, tone, and rhetorical appeals. Students will read a text called "Point Well Taken" and complete a handout for the lesson.
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Friday, march 2, 2012
This document outlines the learning objectives and lesson plan for an English class focusing on rhetorical devices in informational text. The objectives are to learn new rhetorical terms, read texts for understanding, determine central ideas, and analyze how authors develop and refine claims using rhetorical techniques. Key terms are defined. The lesson involves reviewing objectives and terms, reading an example text, more term review, completing a handout, and an activity identifying rhetorical devices in additional texts. Students are assigned extra practice analyzing rhetorical elements in other articles and writing their own short informational piece employing at least 3 such devices.
Single text article analysis how to
This document provides a suggested approach for analyzing a single text article by identifying the content, tone, and intended effect. It recommends establishing the article context, identifying key content and arguments, analyzing persuasive words and techniques used, and planning and writing a response analyzing the author's message and effectiveness. The approach involves carefully reading the article, annotating it, and linking arguments to persuasive techniques used to influence readers.
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Wednesday, march 7, 2012
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
Different types of informational text
This document defines and provides examples of different types of informational texts:
- Persuasive texts present a point of view to persuade the reader, such as speeches, arguments, and advertisements.
- Factual recounts tell about past events including details of what happened, who was involved, where, when, and why. Examples include biographies and newspaper articles.
- Factual descriptions describe a person, place, or thing by detailing its features without opinions. Descriptions are organized with an introduction, paragraphs on each feature, and conclusion.
- Expository texts provide educational facts through reliable sources to expose the truth on a topic. They are clear, concise, and organized.
Reading and thinking critically
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This document outlines 7 critical reading strategies: 1) Previewing a text to understand its structure and context before reading closely. 2) Contextualizing a text by understanding its historical and cultural context. 3) Questioning the content by writing questions about each paragraph to better understand and remember the information. 4) Reflecting on parts that challenge personal beliefs and values. 5) Outlining and summarizing the main ideas in your own words. 6) Evaluating arguments by analyzing claims and evidence. 7) Comparing and contrasting related texts to better understand similarities and differences in their approaches.
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Friday, march 2, 2012
This document outlines the learning objectives and lesson plan for an English class focusing on rhetorical devices in informational text. The objectives are to learn new rhetorical terms, read texts for understanding, determine central ideas, and analyze how authors develop and refine claims using rhetorical techniques. Key terms are defined. The lesson involves reviewing objectives and terms, reading an example text, more term review, completing a handout, and an activity identifying rhetorical devices in additional texts. Students are assigned extra practice analyzing rhetorical elements in other articles and writing their own short informational piece employing at least 3 such devices.
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Wednesday, march 7, 2012
This document outlines the learning objectives and lesson plan for an English 9 class. The learning objectives focus on key ideas and details, craft and structure in informational texts. Students will learn to cite evidence, determine central ideas, analyze developments, and understand an author's perspective. The lesson will include reviewing vocabulary like inference and tone. Students will complete a Close Analytic Breakdown (CAB) on sample text using the terms. They will also write a reflection on their participation and listening skills.
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This document defines and provides examples of different types of informational texts:
- Persuasive texts present a point of view to persuade the reader, such as speeches, arguments, and advertisements.
- Factual recounts tell about past events including details of what happened, who was involved, where, when, and why. Examples include biographies and newspaper articles.
- Factual descriptions describe a person, place, or thing by detailing its features without opinions. Descriptions are organized with an introduction, paragraphs on each feature, and conclusion.
- Expository texts provide educational facts through reliable sources to expose the truth on a topic. They are clear, concise, and organized.
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7 critical reading strategies
This document outlines 7 critical reading strategies: 1) Previewing a text to understand its structure and context before reading closely. 2) Contextualizing a text by understanding its historical and cultural context. 3) Questioning the content by writing questions about each paragraph to better understand and remember the information. 4) Reflecting on parts that challenge personal beliefs and values. 5) Outlining and summarizing the main ideas in your own words. 6) Evaluating arguments by analyzing claims and evidence. 7) Comparing and contrasting related texts to better understand similarities and differences in their approaches.
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The document provides an overview of how to analyze informational texts. It discusses determining an author's purpose and point of view, considering tone and bias, differentiating between facts and opinions, and examining how content, structure, style, evidence, and rhetorical devices help achieve the author's intent. The document is intended to teach students how to effectively analyze various features of informational texts.
Critical Thinking – PHI 210Student Course GuidePrerequisite.docx
Critical Thinking – PHI 210
Student Course Guide
Prerequisite: None
Quarter
Meeting Days/Time
Instructor
Instructor Phone
Instructor E-mail
Instructor Office Hours/Location
Academic Office Phone Number
Strayer Technical Support
1-877-642-2999
INSTRUCTIONAL MATERIAL — Required
Kirby, G. R., & Goodpaster, J.R. (2007). Thinking: An interdisciplinary approach to critical and creative thought (4th ed.). Upper Saddle River, NJ: Pearson/Prentice Hall.
INSTRUCTIONAL MATERIAL — Supporting
The following resources provide additional background and supporting information for this course. There is no need to purchase these items for the course.
Facione, P. (1998). Critical thinking: What it is and why it counts. Millbrae, CA: California
Academic Press.
Grossman, L. (2005, January 10). Jumping to conclusions. Time, p. 57.
Hurt, F. (1998). Achieving creativity: Four critical steps. Direct Marketing, 60, 40-44.
Useful critical thinking Websites:
· http://www.criticalthinking.org/
· http://www.criticalthinking.org/resources/articles/
· http://mathematics.clc.uc.edu/Vislocky/Critical%20Thinking%20part%20of%20syllabus.htm
· http://austhink.com/critical/
COURSE DESCRIPTION
This course develops the ability to identify, analyze, and evaluate reasoning in everyday discourse. It examines the elements of good reasoning from both a formal and informal perspective and introduces some formal techniques of the basic concepts of deductive and inductive reasoning. It also promotes reasoning skills through examining arguments from literature, politics, business, and the media. This course enables students to identify common fallacies, to reflect on the use of language for the purpose of persuasion, and to think critically about the sources and biases of the vast quantity of information that confronts us in the “Information Age.”
COURSE OUTCOMES
Upon the successful completion of this course, the student will be able to:
1. Define critical thinking.
2. Explain how critical thinking improves the ability to communicate accurately, both orally and in writing.
3. Develop skills for overcoming barriers which limit objective and productive critical thinking.
4. Illustrate the importance of pre-writing, the consideration of audience and tone, organizational strategies, and the recognition of effective language in the various stages of written communication.
5. Apply the principles of argumentation to analyze, evaluate, and compose effective arguments.
6. Analyze the purpose of organizational structure in textbook passages, newspaper articles, moral arguments, and mass media.
7. Identify the informal fallacies, assumptions, and biases involved in manipulative appeals and abuses of language.
8. Devise an action plan for overcoming the hindrances to the decision-making process by applying problem-solving skills to personal, professional, and academic situations and experiences.
9. Create written work utilizing the concepts of critical thinking.
10. Use.
Mapping the IssueFor your Issue Proposal, you organized your
This document provides instructions for mapping a controversy on an issue by describing its history, summarizing at least three positions on the issue from a neutral perspective, and organizing the information into a 6-page paper. It outlines an 8-step process for generating content, including drafting background on the issue, describing positions and their arguments, and appealing to readers' emotions and values. The document also provides guidance on style, tone, formatting, and integrating sources for the intended audience of a fictional university periodical.
South asian history.
David McCullough warns that not knowing history is like a "creeping disease" and that everything in modern society exists because of the hard work of those who came before. Historians explore the past to understand how people lived and the decisions they made, and to see how the past is linked to our present lives. Historians use primary sources like documents, artifacts, and eyewitness accounts as well as secondary sources like textbooks to learn about history. It is important to ask questions when studying history and use multiple sources to draw conclusions, just as detectives solve cases.
South Asian History
These Notes are essential for a student LL.B. 5 years semester system course outline.
I am hoping the students will find it very interesting!
Make and take assessments
The document outlines strategies for guided reading, including having students independently read a text and annotate with sticky notes, discussing what they learned with a partner, addressing unfamiliar vocabulary, and asking text-dependent questions to check for understanding and guide further discussion. The strategies are meant to support close reading and ensure students regularly return to and re-read the text.
Freedom in America Paper Assignment Step 1 Pick a topic. Wh
Freedom in America Paper Assignment
Step 1:
Pick a topic. What topic are you most interested in pertaining to this course? What is a topic you would be interested in writing a paper on? Your topic should not be too broad. For example, the Harlem Renaissance, is too broad. Focusing on a specific cause of the downfall of Reconstruction is a possible topic.
Step 2:
Research the internet and the library for primary sources, or first hand accounts of documents that relate to your topic. Analyze at least
at least ONE
primary source for your paper, you may use more than 1, but you must use at least 1.
Step 3:
Analyze.
When analyzing your document, thoroughly scrutinize the document, what it says, and the argument. Look through “
Guidelines for Analyzing a Primary Source
” (below) to help you come up with a complete analysis of your primary source(s).
Step 4:
Choose at least 4 books and/or articles
from the library or online journals from the library’s online databases. For journal articles, go to UD’s Library database section. For the databases section, articles on U.S. History can be found through Jstor and Project Muse.
*Do not use any encyclopedia sources or the class readings as a
secondary
source. If you use a website, it must be approved by the Instructor. You may use them as a reference, but these do not count towards your secondary sources.
Step 5:
Make sure you have a
thesis
statement
. This is the most important sentence in your paper. The thesis should be located in the first paragraph of your paper. The statement should be
concise
and not too broad. A thesis is the argument or point of view for your paper. It is something that you and someone else can
debate
. Your thesis statement should start out by stating something such as “This paper argues that...” The thesis statement is the statement that guides you throughout the paper. All of your main ideas should connect to your thesis statement.
1
Step 6:
Write your paper! Keep in mind the following:
1) Papers must be typewritten, double-spaced in 12 pt font, and 1-inch margins. Papers should be at least
5 full pages plus a Works Cited page (6 total)
and include an introduction, body, and conclusion.
2) You should have a well-articulated
thesis
. Formulate a central theme that links the primary source document(s) together and connects them to the secondary sources--the books and/or articles you use..
3) Use the "Guidelines for Analyzing Primary Sources" below as a guide. You do not have to answer every question, but be sure to answer the who/what/where/when/why of the document. Describe the audience for this document. Then move on to your own analysis....
4) Analyze your documents. What do they tell you about the cultures that created these stories? How do they enhance our knowledge beyond the course readings and material? Can you discern any deeper meanings beyond what is just on the page? What were the motivations for crea ...
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This document provides an agenda and guidelines for a class assignment on analyzing queer literature. Students will write a 2-3 page paper analyzing themes or aspects of one of the primary texts read in class. They are given options for topics and questions to consider for their analysis. The document also lists the primary texts, potential secondary sources to use, and discusses how to write an effective response paper, including developing a thesis, selecting evidence, and interpreting sources. It concludes with exam dates and a grade distribution chart.
Academic writing2011lec1
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Synthesizing information https://www.youtube.com/channel/UC9E5-uYIOFnHI2LO0ln...
what is Synthesizing information?
how to Synthesizing information?
steps for Synthesizing information.
complete concept about Synthesizing information.
Choose the topics that is best for youLanguage is an impor.docx
**Choose the topics that is best for you**
Language is an important tool for storing, organizing, and retrieving information that has been acquired throughout one’s life, as well as for thinking, modifying, and sharing such information with others. Thus, researchers ask many questions about language and its use. For this assignment, complete the steps listed below:
Select one of the following topics:
Recent research has shown that bilingualism shapes the human mind. What are some of the short-term and/or long-term consequences of bilingualism on information processing? Include at least two sets of findings (e.g., speed of processing and vocabulary size) in your paper.
Human language is more than a communication system. What are the unique properties of human language that make it different from communication systems used by other species?
Most of language use in adults relies on reading, an ability that is often acquired later in life than the ability to speak and understand speech in one’s primary language. Why is learning how to read more challenging than learning how to speak in one’s primary language?
Ambiguities in the meaning of words and phrases are far from rare occurrences. Yet, both speakers and listeners (or readers) often do not appear to notice them. What are these ambiguities, and why do they often go unnoticed?
Can you “forget” words in your first language while you are learning a second language? Summarize the available evidence to explain your answer.
More than half a century ago, two researchers, Noam Chomsky and B. F. Skinner, debated the role of nature and nurture in language acquisition. What was the viewpoint of each researcher? What was the evidence upon which their contrasting viewpoints relied?
Review the literature on the selected topic. For your selected topic, use at least three peer-reviewed articles that can answer the questions related to it.
Summarize the evidence you have found and then critically examine it. Engage your critical thinking skills. For instance, ask yourself if the available evidence is sufficient to support the interpretations that researchers have proposed, and/or whether there are ambiguities and unknowns.
Begin your paper with an introduction to the selected topic in which you define all concepts that will be discussed in the paper. Include a brief summary of the content of the selected article according to the guidelines described above.
Analyze the key findings, illustrating the consistencies and inconsistencies.
Include a conclusion expressing your thoughts about the strengths and weaknesses of the available evidence. If possible, suggest the course that future research should take if answers are less than conclusive.
The Questions in Psycholinguistics Final Paper
Must be five to six double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the
Ashford Writing Center (Links to an external site.)L ...
Ash psy 304 week 2 discussion 2 information processing across the lifespan
uop psy 304 week 2 assignment memory and intelligence changes new,psy 304 week 2 assignment the effects that parents have on their children,psy 304 week 2 discussion 1 cognition development across the lifespan,psy 304 week 2 discussion 2 information processing across the lifespan,uop psy 304 week 2,psy 304 week 2,uop psy 304 week 2 tutorial,uop psy 304 week 2 assignment,uop psy 304 week 2 help
Advice on academic writing
This document provides advice on various aspects of academic writing such as essay writing, paragraph structure, reading techniques, research methods, and writing style. Some key points include:
- An essay should have an argument, answer a question, try to prove something, and present an argument clearly and persuasively. Good writers analyze their material, formulate questions, develop thinking through reading, and draft a thesis.
- Paragraphs should support a central idea through logical progression of ideas using techniques like illustration, definition, analysis, qualification, or process.
- Critical writing relies on critical reading to make judgements and interpretations that can formulate an original approach. Resources for vocabulary building include examining word structure, context clues,
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This document provides guidance on critically analyzing written texts by evaluating claims. It discusses identifying explicit and implicit claims, distinguishing between claims of fact, policy, and value. Techniques for critically reading a text are outlined, including keeping a reading journal, annotating, summarizing, and questioning the text. The document also covers determining a text's evidence and context, formulating counterclaims, and paraphrasing information from the text.
Informational Reading & Writing Across the Content Areas
This document provides information about a workshop on teaching informational reading and writing. The goals are to learn strategies for engaging students with informational texts, explore scaffolds for writing informational texts, perform reading and writing expected of students, and share expertise on redesigning assignments. Participants are encouraged to ask questions, share ideas and experiences, read deeply, discuss with enthusiasm, and write with intellectual abandon. The workshop will also address the role of writing in various disciplines and real world contexts.
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- Grid simulation tools, such as power flows, security analyses (with or without remedial actions) and sensitivity analyses;
The framework is mostly written in Java, with a Python binding so that Python developers can access PowSyBl functionalities as well.
What you will learn during the webinar:
- For beginners: discover PowSyBl's functionalities through a quick general presentation and the notebook, without needing any expert coding skills;
- For advanced developers: master the skills to efficiently apply PowSyBl functionalities to your real-world scenarios.
UiPath Test Automation using UiPath Test Suite series, part 5
Welcome to UiPath Test Automation using UiPath Test Suite series part 5. In this session, we will cover CI/CD with devops.
Topics covered:
CI/CD with in UiPath
End-to-end overview of CI/CD pipeline with Azure devops
Speaker:
Lyndsey Byblow, Test Suite Sales Engineer @ UiPath, Inc.
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Thursday, march 1, 2012
- 1. Thursday, March 1, 2012 English 9 Navejar, Dammanna, Huth
- 2. This day in history 1781- American Revolution Articles of Confederation are ratified 1790 The U.S. Congress authorized the first census. 1803 Ohio became the 17th state in the United States. 1864 Rebecca Lee was the first black woman awarded a medical degree. 1867 Nebraska became the 37th state in the United States. 1872 Yellowstone became the world's first National Park. 1932 The 20-month-old son of Charles Lindbergh was kidnapped. 1961 President John F. Kennedy signed a signed an executive order establishing the Peace Corps 1692- The Salem Witch Hunt began today
- 3. Learning Objectives Students will: Key Ideas and Details • RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RI.9-10.2. Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. • RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. Craft and Structure • RI.9-10.4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). • RI.9-10.5. Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). • RI.9-10.6. Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
- 4. Learning Objectives I will: 1. learn new rhetorical terms and devices 2. read informational text for understanding 3. determine the central idea of the reading 4. analyze the author’s claim a. how it’s developed and refined by the use of rhetorical devices I know I will have learned the objectives because I will be able to: 1. identify the usage of the rhetorical devices in other informational text 2. describe how these rhetorical devices are being utilized
- 5. Vocabulary for this unit Inference Draw conclusions about their reading by connecting the text with their background knowledge. Synthesize new ideas and information Thesis Focus statement of an essay; premise statement upon which the point of view or discussion in the essay is based. Connotative What is implied by a word. For example, the words sweet, gay, and awesome have connotations that are quite different from their actual definitions. Technical language Used in or peculiar to a specific field or profession; specialized Diction An author's choice of words to convey a tone or effect Tone The attitude a literary work takes towards its subject and theme. It reflects the narrator's attitude. Appeals to authority, emotion, logic rhetorical arguments in which the speaker either claims to be an expert or relies on information provided by experts (appeal to authority), attempts to affect the listener's personal feelings (appeal to emotion), or attempts to persuade the listener through use of deductive reasoning (appeal to logic). Voice The acknowledged or unacknowledged source of words of the story; the speaker, a "person" telling the story or poem.
- 6. Sponge Activity Today is World Book Day. **Do not write down the questions** 1. How important do you think it is to read to children? 2. Do you have any memories of being read to as a child? 3. If you have any younger relatives, do you ever read to them?
- 7. Order of Lesson 1. Review lesson objectives a. Write down “student friendly” objectives 10 pts 2. Write down terms for this unit 3. Read “Point Well Taken” 4. Review terms again 5. Complete handout 6. Turn handout in (23 points) 7. Review tomorrow’s activity
- 8. Extra Practice • Josh Hamilton Article – Describe the rhetorical devices used to “prove” that Josh Hamilton is “one of the best all-around players in baseball.” • PlayStation Vita – How much is the item? • With 3G and without – What are the features of the item (selling points)? – Identify rhetorical devices used in this informational text • Read “New This Month” – What are the features of the item (selling points)? – Identify rhetorical devices used in this informational text • Writing Activity (Reflect on the following and choose one) – Choose a video game that you like to play – Choose a favorite sports person (basketball, soccer, baseball, boxing, etc…) – Choose a restaurant, movie, or book • Now write a short informational text (like the examples we just read) using at least 3 rhetorical devices we learned. (15 points)