Unit 1: Learning Map & Lit Terms
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This document provides an overview of critical reading skills, including how to analyze texts, make inferences and draw conclusions, and form valid interpretations. It discusses key concepts such as analyzing to discover deeper meaning, annotating texts to reflect critical thinking, making inferences using prior knowledge and text clues, finding patterns in details to show meaning, and supporting analyses with direct quotes and textual evidence from the source material.
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7 Types of Critical Reading Questions
A powerpoint that outlines the seven most common types of questions that students encounter on a standardized critical reading exam.
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.
501 critical reading questions
The passage introduces the Computer Museum of America, located in San Diego. It hopes people will donate old computer equipment like the Atari Home Video Game to preserve historic items. The museum was founded in 1983 and has one of the largest collections of historic computers, calculators, and other technology. Currently on display is a 1920s comptometer, an early calculator advertised as the "Machine Gun of the Office."
The Rhetorical Web
This document outlines various rhetorical tools that can be used when constructing a text in response to a situation or problem. It discusses the exigency or cause that creates a need for a response, the aims or intended outcomes, and the intended audience. It also describes rhetorical appeals such as logos, pathos, and ethos that can be used to convince the audience. Additionally, it mentions organizational structures, word choice, sentence structure, sensory details, figurative language, and tone as rhetorical tools that an author can deliberately employ.
Guidelines For Writing A Critique
The document provides guidelines for writing a critique in 5 steps:
1) Thoroughly read and re-read the document, taking notes on patterns, tone, etc.
2) Identify sources of evidence like publication details and author's strategies. Determine if the strategies are successful.
3) Examine underlying assumptions and gaps in reasoning. Consider emotional appeals and imagery.
4) Organize analysis paragraphs around themes. A clear thesis should emerge from this.
5) Write and revise the critique, focusing on rhetorical analysis rather than summary and using present tense and author's last names. The critique should follow general organization guidelines.
Sec 3 Social Studies SBQ Skill: Reliability notes
This document provides guidance on evaluating the reliability of sources for a social studies assignment. It outlines a 4-step process for checking the reliability of a source: [1] Check the provenance of the author to determine potential bias, [2] Analyze whether the source presents facts or opinions and multiple perspectives, [3] Consider how typical the information is compared to other knowledge, and [4] Cross-reference with other sources discussing the same issue. Following these steps allows students to support their evaluation of whether a source is reliable, unreliable, or somewhat reliable for an argument. The document advises students to use evidence from the source content and other sources when explaining their reliability assessment.
Recognizing question stems
The document provides guidance on identifying different types of questions found on multiple choice tests and the strategies for answering each type. It discusses book questions, main idea questions, inference questions, tone questions, organization questions, purpose questions, vocabulary questions, and literary devices/terms questions. For each type, it provides the characteristics of the question stem and guidelines for determining the answer, including relevant steps to take.
Narrative Paper
The six traits that will be used to grade a narrative paper are ideas and content, organization, voice, word choice, sentence fluency, and conventions. For each trait, clear criteria are provided, including having a clear topic, rich details, logical organization, consistent tone, well-chosen words, varied sentences, and proper spelling, grammar, and punctuation.
Recommended
7 Types of Critical Reading Questions
A powerpoint that outlines the seven most common types of questions that students encounter on a standardized critical reading exam.
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.
501 critical reading questions
The passage introduces the Computer Museum of America, located in San Diego. It hopes people will donate old computer equipment like the Atari Home Video Game to preserve historic items. The museum was founded in 1983 and has one of the largest collections of historic computers, calculators, and other technology. Currently on display is a 1920s comptometer, an early calculator advertised as the "Machine Gun of the Office."
The Rhetorical Web
This document outlines various rhetorical tools that can be used when constructing a text in response to a situation or problem. It discusses the exigency or cause that creates a need for a response, the aims or intended outcomes, and the intended audience. It also describes rhetorical appeals such as logos, pathos, and ethos that can be used to convince the audience. Additionally, it mentions organizational structures, word choice, sentence structure, sensory details, figurative language, and tone as rhetorical tools that an author can deliberately employ.
Guidelines For Writing A Critique
The document provides guidelines for writing a critique in 5 steps:
1) Thoroughly read and re-read the document, taking notes on patterns, tone, etc.
2) Identify sources of evidence like publication details and author's strategies. Determine if the strategies are successful.
3) Examine underlying assumptions and gaps in reasoning. Consider emotional appeals and imagery.
4) Organize analysis paragraphs around themes. A clear thesis should emerge from this.
5) Write and revise the critique, focusing on rhetorical analysis rather than summary and using present tense and author's last names. The critique should follow general organization guidelines.
Sec 3 Social Studies SBQ Skill: Reliability notes
This document provides guidance on evaluating the reliability of sources for a social studies assignment. It outlines a 4-step process for checking the reliability of a source: [1] Check the provenance of the author to determine potential bias, [2] Analyze whether the source presents facts or opinions and multiple perspectives, [3] Consider how typical the information is compared to other knowledge, and [4] Cross-reference with other sources discussing the same issue. Following these steps allows students to support their evaluation of whether a source is reliable, unreliable, or somewhat reliable for an argument. The document advises students to use evidence from the source content and other sources when explaining their reliability assessment.
Recognizing question stems
The document provides guidance on identifying different types of questions found on multiple choice tests and the strategies for answering each type. It discusses book questions, main idea questions, inference questions, tone questions, organization questions, purpose questions, vocabulary questions, and literary devices/terms questions. For each type, it provides the characteristics of the question stem and guidelines for determining the answer, including relevant steps to take.
Narrative Paper
The six traits that will be used to grade a narrative paper are ideas and content, organization, voice, word choice, sentence fluency, and conventions. For each trait, clear criteria are provided, including having a clear topic, rich details, logical organization, consistent tone, well-chosen words, varied sentences, and proper spelling, grammar, and punctuation.
Ways To Critique Writing Ppt
The document provides guidance on how to effectively critique someone's writing in a constructive manner. It suggests focusing critiques on being descriptive and interpretive rather than evaluative by pointing to specific elements and explaining what the writing conveys rather than making judgments. Effective critiques involve active listening to understand the writer's intended meaning and identifying the central idea. When critiquing, it's important to allow the writer to be in charge and ask questions to guide discussion rather than imposing one's own views.
5.ilma evaluation
This document provides information about evaluating text through reading logs and grand conversations. It defines evaluation as a judgment of how good or successful something is. Readers can evaluate a text by expressing their opinions, making inferences, and measuring their comprehension. When evaluating, readers consider if the text was engaging, informative, and if they understood it. They can ask questions about what they liked and disliked or what they learned. Readers document their evaluations in reading logs and discuss them in grand conversations. Reading logs contain a reader's thoughts and reactions to a text. Grand conversations allow students to explore ideas and reflect on their feelings about what they read.
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This is a follow-up to the previous exam guide for Social Studies Exam, titled How To Tackle SBQ, which I had created for students to use as a revision tool, in place of myself. It is tailored to meet my students' needs, to help them build their confidence and level of preparedness for the exam.
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The document discusses the differences between prediction and inference when reading. Prediction involves guessing what will happen next based on clues, while inference uses clues to draw conclusions that may or may not be answered in the text, such as about characters' feelings. The document provides tips for when and how to make predictions before and during reading and how to make inferences during reading by asking questions.
Assignment 1 instructions
This document provides instructions for Assignment 1, which requires students to critically analyze one of two articles posted on Blackboard. Students are instructed to identify and critique the author's argument and evidence, rather than simply summarizing the article. The instructions explain how to critically analyze an article by identifying the author's argument and thesis, assessing the evidence used to support the claim, and determining whether the evidence is sufficient. Students are told to write a critique explaining how the argument and evidence do or do not relate, and suggest ways the author could strengthen their argument. Outside sources may be used to support the student's own critique as long as they are properly cited.
How to write a critique
This document provides guidance on how to write a critique of a book or article. It recommends beginning by reading the work carefully and taking notes. The critique introduction should state the author, title, source, and thesis. The body should summarize the main points and evidence, and critically review the work by evaluating the author's credentials, methods, evidence, arguments, and conclusions. It should consider alternative perspectives. The conclusion should state whether the critique agrees with the author and back this up with reasons, along with an overall opinion of the work. When critiquing, reviews should be balanced with both positives and negatives, clearly explained, and avoid revealing major plot details.
Chapter 7
This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
Writing A Critique
This document provides guidance for writing a critique in 3 steps:
1. Thoroughly read and analyze the work by underlining key words and organizing observations. Consider the author and intended audience.
2. Examine how the author uses pathos, ethos, logos, rhetorical modes, voice, and other elements. Organize points using the VAPID framework of voice, audience, purpose, ideas, and details.
3. Develop a thesis, write a first draft organizing around rhetorical points, and revise the critique using specific examples from the work.
Reading_Lesson 6 Critical Reading as Looking for Ways of Thinking
Critical reading involves analyzing a text to understand its meaning and purpose beyond just comprehending the literal words. It requires reflecting on what the text says and does by making judgments about logical ideas and connections. Simple reading aims to understand the basic definition and central idea of a text, while critical reading has the additional goals of understanding an author's purpose, tone, biases, and inferring deeper meaning. Critical thinking builds on critical reading by applying complex thought processes like identifying main ideas, drawing conclusions, comparing/contrasting, and determining facts versus opinions to make reasoned judgments and solve problems effectively.
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The document provides guidance on writing a response paper, which involves critically analyzing a text by summarizing its key ideas, stating an opinion on part of the text, and supporting that opinion with evidence from the text. It outlines the steps to writing a good response paper, which include reading the text twice to understand the main topic and author's argument, forming opinions on the text's claims and evidence, drafting a summary, and writing a first draft of the response paper expressing agreement, disagreement, or evaluation of the text's strengths and weaknesses. The document also reviews methods for paraphrasing texts, such as changing vocabulary, verb forms, word classes, and synthesizing information.
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This document outlines comprehension strategies for reading non-fiction text before, during, and after reading. Before reading, the strategies suggest analyzing the title, headings, and pictures to make predictions. During reading, the strategies recommend visualizing content, determining meanings of unfamiliar words, and summarizing periodically. After reading, the strategies propose generating questions, reviewing predictions, comparing new knowledge to prior knowledge, and clarifying understanding. The document aims to improve comprehension of non-fiction texts using these critical thinking strategies at different points in the reading process.
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To make inferences, readers use clues from the text along with their own background knowledge to figure out information not directly stated. Making inferences makes reading more engaging by allowing readers to connect the text to their own lives. Readers can infer by finding clues in the text, adding those clues to what they already know, and coming to a supported conclusion, though there may be multiple correct inferences. Previewing a passage helps with making inferences by prompting readers to consider what they already know and what experiences relate to the upcoming text.
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This document provides tips for editing and proofreading assignments. It recommends re-reading assignment instructions and criteria, checking that all aspects of the task are completed like evidence statements and bibliography. For conclusions, it suggests using low modality statements that indicate possibilities rather than absolute claims. Sentences should each contain a single idea and not be too long or complicated. Reading assignments aloud can help identify issues needing correction. Proper editing and proofreading is important for completing assignments successfully.
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The document provides instructions for writing a critique of a book or article. It explains that a critique should provide a summary and evaluate the strengths and weaknesses of the work, including the thesis, organization, style, and values/assumptions of the author. The critique should ultimately answer whether the book or article is worth reading based on a critical analysis of its content and context.
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This document provides key vocabulary and learning maps for an English 10 course divided into 3 units: Unit 1 focuses on figurative language; Unit 2 covers critical reading strategies; Unit 3 addresses identifying an author's purpose. For each unit, important terms are defined, such as metaphor, simile, and hyperbole in Unit 1 and inference, drawing conclusions, and interpretation in Unit 2. Learning strategies like glossing, think-aloud, and FRED are also noted.
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This document discusses strategies for improving reading ability through vocabulary building and inferring the meanings of unfamiliar words from context. It provides guidelines for inferring word meanings based on part of speech, surrounding words, and sentence topic and meaning. An example shows applying the guidelines to infer that the underlined word "outcome" refers to the result or effect of something in three sentences, without using a dictionary. The overall aim is to help readers infer unfamiliar word meanings to further understanding and remember words for future use.
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The document provides guidance on how to effectively critique someone's writing in a constructive manner. It suggests focusing critiques on being descriptive and interpretive rather than evaluative by pointing to specific elements and explaining what the writing conveys rather than making judgments. Effective critiques involve active listening to understand the writer's intended meaning and identifying the central idea. When critiquing, it's important to allow the writer to be in charge and ask questions to guide discussion rather than imposing one's own views.
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This document provides information about evaluating text through reading logs and grand conversations. It defines evaluation as a judgment of how good or successful something is. Readers can evaluate a text by expressing their opinions, making inferences, and measuring their comprehension. When evaluating, readers consider if the text was engaging, informative, and if they understood it. They can ask questions about what they liked and disliked or what they learned. Readers document their evaluations in reading logs and discuss them in grand conversations. Reading logs contain a reader's thoughts and reactions to a text. Grand conversations allow students to explore ideas and reflect on their feelings about what they read.
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This is a follow-up to the previous exam guide for Social Studies Exam, titled How To Tackle SBQ, which I had created for students to use as a revision tool, in place of myself. It is tailored to meet my students' needs, to help them build their confidence and level of preparedness for the exam.
Predictions and inferences differences
The document discusses the differences between prediction and inference when reading. Prediction involves guessing what will happen next based on clues, while inference uses clues to draw conclusions that may or may not be answered in the text, such as about characters' feelings. The document provides tips for when and how to make predictions before and during reading and how to make inferences during reading by asking questions.
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This document provides instructions for Assignment 1, which requires students to critically analyze one of two articles posted on Blackboard. Students are instructed to identify and critique the author's argument and evidence, rather than simply summarizing the article. The instructions explain how to critically analyze an article by identifying the author's argument and thesis, assessing the evidence used to support the claim, and determining whether the evidence is sufficient. Students are told to write a critique explaining how the argument and evidence do or do not relate, and suggest ways the author could strengthen their argument. Outside sources may be used to support the student's own critique as long as they are properly cited.
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This document provides guidance on how to write a critique of a book or article. It recommends beginning by reading the work carefully and taking notes. The critique introduction should state the author, title, source, and thesis. The body should summarize the main points and evidence, and critically review the work by evaluating the author's credentials, methods, evidence, arguments, and conclusions. It should consider alternative perspectives. The conclusion should state whether the critique agrees with the author and back this up with reasons, along with an overall opinion of the work. When critiquing, reviews should be balanced with both positives and negatives, clearly explained, and avoid revealing major plot details.
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This document defines inferences and the process of making inferences when reading. It explains that inferences are educated guesses about information that is implied but not directly stated by an author. Making inferences involves using stated evidence from a text combined with a reader's prior knowledge to draw conclusions. A good method for making inferences is called the RAM method, where R stands for read, A stands for apply prior knowledge, and M stands for make a conclusion. The document also distinguishes between implying information, which is providing it, and inferring information, which is receiving or concluding it. Overall, the document teaches how to make logical inferences when reading by analyzing clues and evidence in light of one's own background knowledge.
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This document provides guidance for writing a critique in 3 steps:
1. Thoroughly read and analyze the work by underlining key words and organizing observations. Consider the author and intended audience.
2. Examine how the author uses pathos, ethos, logos, rhetorical modes, voice, and other elements. Organize points using the VAPID framework of voice, audience, purpose, ideas, and details.
3. Develop a thesis, write a first draft organizing around rhetorical points, and revise the critique using specific examples from the work.
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Critical reading involves analyzing a text to understand its meaning and purpose beyond just comprehending the literal words. It requires reflecting on what the text says and does by making judgments about logical ideas and connections. Simple reading aims to understand the basic definition and central idea of a text, while critical reading has the additional goals of understanding an author's purpose, tone, biases, and inferring deeper meaning. Critical thinking builds on critical reading by applying complex thought processes like identifying main ideas, drawing conclusions, comparing/contrasting, and determining facts versus opinions to make reasoned judgments and solve problems effectively.
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This document discusses how to teach reading comprehension in reading and writing workshops. It emphasizes teaching students to be readers who can answer questions about what they read, retell stories, make inferences, image what they read, monitor their understanding, and use context clues. The document stresses teaching readers, not just teaching books, and developing great readers of different genres like fiction, fantasy, non-fiction, history texts and science texts. It also discusses distinguishing between fiction and non-fiction.
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The document provides guidance on writing a response paper, which involves critically analyzing a text by summarizing its key ideas, stating an opinion on part of the text, and supporting that opinion with evidence from the text. It outlines the steps to writing a good response paper, which include reading the text twice to understand the main topic and author's argument, forming opinions on the text's claims and evidence, drafting a summary, and writing a first draft of the response paper expressing agreement, disagreement, or evaluation of the text's strengths and weaknesses. The document also reviews methods for paraphrasing texts, such as changing vocabulary, verb forms, word classes, and synthesizing information.
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This document outlines comprehension strategies for reading non-fiction text before, during, and after reading. Before reading, the strategies suggest analyzing the title, headings, and pictures to make predictions. During reading, the strategies recommend visualizing content, determining meanings of unfamiliar words, and summarizing periodically. After reading, the strategies propose generating questions, reviewing predictions, comparing new knowledge to prior knowledge, and clarifying understanding. The document aims to improve comprehension of non-fiction texts using these critical thinking strategies at different points in the reading process.
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This document provides a template for summarizing texts using the PETAL method. PETAL stands for Point, Evidence, Technique, Analysis, and Link. For each element, the document explains what should be included. The Point should state what is learned about the subject. The Evidence provides a quotation from the text. The Technique may analyze stylistic elements. The Analysis infers what can be learned from word choices. The Link connects back to another quotation developing the same idea. Following the template ensures the summary fully engages with the text and makes connections to support understanding.
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A useful Social Studies guide for revision purposes, made to cater to help students prepare for their exams or studies in particular.
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This document provides guidance on developing an effective writing strategy by considering purpose, audience, and voice. It advises the writer to determine their purpose by asking questions about what they want to say and achieve. The writer should also consider their audience and adopt an appropriate voice. Different types of writing, like narratives, descriptions, examples, definitions, and arguments are discussed. For each type, key elements and structures are outlined. The document stresses tailoring the writing based on integrating considerations of purpose, audience, and voice.
Inferences & Interpretations
To make inferences, readers use clues from the text along with their own background knowledge to figure out information not directly stated. Making inferences makes reading more engaging by allowing readers to connect the text to their own lives. Readers can infer by finding clues in the text, adding those clues to what they already know, and coming to a supported conclusion, though there may be multiple correct inferences. Previewing a passage helps with making inferences by prompting readers to consider what they already know and what experiences relate to the upcoming text.
Editing and proofreading
This document provides tips for editing and proofreading assignments. It recommends re-reading assignment instructions and criteria, checking that all aspects of the task are completed like evidence statements and bibliography. For conclusions, it suggests using low modality statements that indicate possibilities rather than absolute claims. Sentences should each contain a single idea and not be too long or complicated. Reading assignments aloud can help identify issues needing correction. Proper editing and proofreading is important for completing assignments successfully.
How to write a critique
The document provides instructions for writing a critique of a book or article. It explains that a critique should provide a summary and evaluate the strengths and weaknesses of the work, including the thesis, organization, style, and values/assumptions of the author. The critique should ultimately answer whether the book or article is worth reading based on a critical analysis of its content and context.
Critique writing
The document discusses how to write a critique. It defines a critique as a detailed analysis and assessment of a book or article that is analytical and persuasive rather than just informational. The document provides guidelines for writing a critique, such as reading the work carefully, summarizing the main points, using examples, and including the author's name, title, thesis, and references. It also lists characteristics of an effective critique such as being organized, comprehensive, specific, thoughtful and acceptable. The critique should evaluate if the author built a logical argument and used accurate evidence to make their point.
Journalism: Interviewing tips
A slide deck covering basic interviewing techniques for journalists presented to level 2 students at Zhekiang University of Media and Communications. The content of the slide deck was adapted from: http://www.schooljournalism.org/interviewing-tips/
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This document provides key vocabulary and learning maps for an English 10 course divided into 3 units: Unit 1 focuses on figurative language; Unit 2 covers critical reading strategies; Unit 3 addresses identifying an author's purpose. For each unit, important terms are defined, such as metaphor, simile, and hyperbole in Unit 1 and inference, drawing conclusions, and interpretation in Unit 2. Learning strategies like glossing, think-aloud, and FRED are also noted.
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This document discusses strategies for improving reading ability through vocabulary building and inferring the meanings of unfamiliar words from context. It provides guidelines for inferring word meanings based on part of speech, surrounding words, and sentence topic and meaning. An example shows applying the guidelines to infer that the underlined word "outcome" refers to the result or effect of something in three sentences, without using a dictionary. The overall aim is to help readers infer unfamiliar word meanings to further understanding and remember words for future use.
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Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
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Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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- 3. critical reading Reading to understand what the text means, not just what it says
- 4. analyze To examine a text closely to find clues to discover the deeper meaning
- 5. annotate Methodically marking up the text to reflect your critical thinking
- 7. drawing conclusions Finding patterns in the details of the text that show meaning http://youtu.be/ueZ6tvqhk8U One of these things is not like the others
- 8. literal meaning Simple, exact word-for-word meaning; to mean exactly what is said
- 9. figurative meaning To obtain meaning through what is implied, not what is directly stated Not meant to be taken as stated
- 10. analysis A verbal or written interpretation of a text based on analyzing its meaning
- 11. textual evidence Places in the text that support a reader’s ideas
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