Thursday, May 7, 2009
Tuesday, May 5, 2009
Exercise 11g page# 364 CRCB ENG 75
Exercise 11g page# 364 CRCB ENG 75
• What is the purpose of the visual?
Change the eating habits
• What information is being presented?
The amount of fat in one ice cream
• What is the main point of the pictograph?
Amount of fat
• What is the purpose of the visual?
Change the eating habits
• What information is being presented?
The amount of fat in one ice cream
• What is the main point of the pictograph?
Amount of fat
Exercise page# 244 TFY ENG 75
Identify the following as either reports or argument?
1. Report
2. Argument
3. Argument
4. Report
5. Report
1. Report
2. Argument
3. Argument
4. Report
5. Report
Exercise page# 295 TFY ENG 75
Exercise page# 295 TFY ENG 75
• Induction: the act of inducing, bringing about, or causing
• Reasoning: the process of forming conclusions, judgments, or inferences from facts or premises
• Empirical: derived from or guided by experience or experiment.
• Scientific method: refers to bodies of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge.
• Inductive reasoning: is reasoning which takes us "beyond the confines of our current evidence or knowledge to conclusions about the unknown
• Induction: the act of inducing, bringing about, or causing
• Reasoning: the process of forming conclusions, judgments, or inferences from facts or premises
• Empirical: derived from or guided by experience or experiment.
• Scientific method: refers to bodies of techniques for investigating phenomena, acquiring new knowledge, or correcting and integrating previous knowledge.
• Inductive reasoning: is reasoning which takes us "beyond the confines of our current evidence or knowledge to conclusions about the unknown
Exercise #7 page # 285 TFY ENG 75
Exercise #7 page #258 TFY ENG 75
Our religion forbids sexual misconducts
Though the relationship between sexual misconduct and religion can vary greatly across time and place, within and between different religions and sects, and regarding different forms of homosexuality and , current authoritative bodies and doctrines of the world's largest religions generally view homosexuality negatively. This can range from quietly discouraging homosexual activity, to explicitly forbidding same-sex sexual practices among adherents and actively opposing social acceptance of homosexuality. Some teach that homosexual orientation itself is sinful, while others assert that only the sexual act is a sin. Some claim that homosexuality can be overcome through religious faith and practice.
Our religion forbids sexual misconducts
Though the relationship between sexual misconduct and religion can vary greatly across time and place, within and between different religions and sects, and regarding different forms of homosexuality and , current authoritative bodies and doctrines of the world's largest religions generally view homosexuality negatively. This can range from quietly discouraging homosexual activity, to explicitly forbidding same-sex sexual practices among adherents and actively opposing social acceptance of homosexuality. Some teach that homosexual orientation itself is sinful, while others assert that only the sexual act is a sin. Some claim that homosexuality can be overcome through religious faith and practice.
Chapter eight summaries TFY ENG 75
Present you’re viewpoint is a difficult task. No one is expected to persuade every reader or audience member, but you can get all of your readers or audience to think critical about your view. Moderately Easy Things you’ll need: Strong set of facts a command of your point of view a way to connect your points to the audience’s needs and wants Step1Tell your audiences why you believe in the point you are arguing for or against. People will not believe in something if they believe you don’t. Step2Present solid facts on what you are arguing for or against, or are trying to persuade your audience to do. Emotional appeals are fine, but when people are asked to believe in something they never thought of or don’t agree with the best way to get them on your side is to present facts that they can’t disagree with. Step3 Mention reasons why some people may not take your side. The point of persuasive readers is to get one’s audience to agree with his or her point of view, but everyone may not agree with you or have questions about what you are arguing for or against. By stating opposing viewpoints you recognize those members of your audience, show your audience that you are not blinded by your own personal view. But remember that you still hold strong to your views, and immediately after giving views different from your own that you tell your audience why your view is better. Step4Tell your audience how adopting your viewpoint can be beneficial to them. For example, if you’re trying to persuade your audience to quit smoking tell them how it will add more years to their life and save them money from not buying a new pack of cigarettes every week. Well, the important thing in this chapter is that when writing a persuasive paper, you need to think about whether you want to write on the whole issue or just one aspect of it.
Monday, May 4, 2009
Sunday, May 3, 2009
Chapter one exercise page# 14 CRCB
1. Television:
It’s a huge problem to keep the television on all the time, so I have to manage my time
2. Games:
Games can be even more distracting than television. I will admit
3. Web browser:
Web browsers are great for many things like connecting everyone to a web of information, It might be the most distracting thing on this list.
It’s a huge problem to keep the television on all the time, so I have to manage my time
2. Games:
Games can be even more distracting than television. I will admit
3. Web browser:
Web browsers are great for many things like connecting everyone to a web of information, It might be the most distracting thing on this list.
Chapter eight exercise page # 252 CRCB
Chapter eight exercise page #252 CRCB
Topic: Reasons to dump your doctor
Main idea: some doctors are not worth dump
Question: what reasons you should dump your doctor?
Topic: Reasons to dump your doctor
Main idea: some doctors are not worth dump
Question: what reasons you should dump your doctor?
Chapter seven exercise page # 199 TFY
Chapter seven Exercise pages # 199
1. Evaluation are not facts but judgments based on conscious as well as unconscious standards (T)
2. Premature evaluations bypass observing and thinking (T)
3. The use of highly connotative words to influence opinion can be a form of hidden evaluation(T)
4. Evaluations should never be used in writing reviews, such as of films and books (F)
5. Repeating evaluations, as is done in advertising, is a way of hypnotizing and swaying opinion(T)
6. A critical thinking skill is the ability to detect evaluations substituted for evidence (T)
7. Prior expectations influence perceptions and our evaluation of these perceptions (T)
8. Our first reactions , before we have had time to examine the evidence, are always the most reliable( T)
9. To evaluate wisely, we have first to observe and then compare, and then be clear about our standards (T)
10. Advertisements encourage us to soak up their own evaluations of their products(T)
1. Evaluation are not facts but judgments based on conscious as well as unconscious standards (T)
2. Premature evaluations bypass observing and thinking (T)
3. The use of highly connotative words to influence opinion can be a form of hidden evaluation(T)
4. Evaluations should never be used in writing reviews, such as of films and books (F)
5. Repeating evaluations, as is done in advertising, is a way of hypnotizing and swaying opinion(T)
6. A critical thinking skill is the ability to detect evaluations substituted for evidence (T)
7. Prior expectations influence perceptions and our evaluation of these perceptions (T)
8. Our first reactions , before we have had time to examine the evidence, are always the most reliable( T)
9. To evaluate wisely, we have first to observe and then compare, and then be clear about our standards (T)
10. Advertisements encourage us to soak up their own evaluations of their products(T)
Chapter 11 summaries TFY ENG 75
Chapter 11 summaries TFY ENG 75
Inductive reasoning, or fallacies, is reasoning from a specific case or cases and deriving a general rule. It draws inferences from observations in order to make generalizations. Inference can be done in four stages: Observation: collect facts, without bias. Analysis: classify the facts, identifying patterns o of regularity. Inference: From the patterns, infer generalizations about the relations between the facts. Confirmation: Testing the inference through further observation. In an argument, you might: Derive a general rule in an accepted area and then apply the rule in the area where you want the person to behave. Give them lots of detail, then explain what it all means. Talk about the benefits of all the parts and only get to the overall benefits later. Take what has happened and give a plausible explanation for why it has happened. Inductive arguments can include: Part-to-whole: where the whole is assumed to be like individual parts Extrapolations: where areas beyond the area of study are assumed to be like the studied area. Predictions: where the future is assumed to be like the past.
Inductive reasoning, or fallacies, is reasoning from a specific case or cases and deriving a general rule. It draws inferences from observations in order to make generalizations. Inference can be done in four stages: Observation: collect facts, without bias. Analysis: classify the facts, identifying patterns o of regularity. Inference: From the patterns, infer generalizations about the relations between the facts. Confirmation: Testing the inference through further observation. In an argument, you might: Derive a general rule in an accepted area and then apply the rule in the area where you want the person to behave. Give them lots of detail, then explain what it all means. Talk about the benefits of all the parts and only get to the overall benefits later. Take what has happened and give a plausible explanation for why it has happened. Inductive arguments can include: Part-to-whole: where the whole is assumed to be like individual parts Extrapolations: where areas beyond the area of study are assumed to be like the studied area. Predictions: where the future is assumed to be like the past.
Chapter 11 summaries TFY ENG 75
Inductive reasoning, or fallacies, is reasoning from a specific case or cases and deriving a general rule. It draws inferences from observations in order to make generalizations. Inference can be done in four stages: Observation: collect facts, without bias. Analysis: classify the facts, identifying patterns o of regularity. Inference: From the patterns, infer generalizations about the relations between the facts. Confirmation: Testing the inference through further observation. In an argument, you might: Derive a general rule in an accepted area and then apply the rule in the area where you want the person to behave. Give them lots of detail, then explain what it all means. Talk about the benefits of all the parts and only get to the overall benefits later. Take what has happened and give a plausible explanation for why it has happened. Inductive arguments can include: Part-to-whole: where the whole is assumed to be like individual parts Extrapolations: where areas beyond the area of study are assumed to be like the studied area. Predictions: where the future is assumed to be like the past.
Inductive reasoning, or fallacies, is reasoning from a specific case or cases and deriving a general rule. It draws inferences from observations in order to make generalizations. Inference can be done in four stages: Observation: collect facts, without bias. Analysis: classify the facts, identifying patterns o of regularity. Inference: From the patterns, infer generalizations about the relations between the facts. Confirmation: Testing the inference through further observation. In an argument, you might: Derive a general rule in an accepted area and then apply the rule in the area where you want the person to behave. Give them lots of detail, then explain what it all means. Talk about the benefits of all the parts and only get to the overall benefits later. Take what has happened and give a plausible explanation for why it has happened. Inductive arguments can include: Part-to-whole: where the whole is assumed to be like individual parts Extrapolations: where areas beyond the area of study are assumed to be like the studied area. Predictions: where the future is assumed to be like the past.
Chapter ten summaries ENG 75
Chapter ten summaries TFY ENG 75
In order to understand what a fallacy is, one must understand what an argument is. Very briefly, an argument consists of one or more premises and one conclusion. A premise is a statement (a sentence that is either true or false) that is offered in support of the claim being made, which is the conclusion (which is also a sentence that is either true or false). There are two main types of arguments: deductive and inductive. A deductive argument is an argument such that the premises provide (or appear to provide) complete support for the conclusion. An inductive argument is an argument such that the premises provide (or appear to provide) some degree of support (but less than complete support) for the conclusion. If the premises actually provide the required degree of support for the conclusion, then the argument is a good one. A good deductive argument is known as a valid argument and is such that if all its premises are true, then its conclusion must be true. If all the argument is valid and actually has all true premises, then it is known as a sound argument. If it is invalid or has one or more false premises, it will be unsound. A good inductive argument is known as a strong (or "cogent") inductive argument. It is such that if the premises are true, the conclusion is likely to be true. A fallacy is, very generally, an error in reasoning. This differs from a factual error, which is simply being wrong about the facts. To be more specific, a fallacy is an "argument" in which the premises given for the conclusion do not provide the needed degree of support. A deductive fallacy is a deductive argument that is invalid (it is such that it could have all true premises and still have a false conclusion). An inductive fallacy is less formal than a deductive fallacy. They are simply "arguments" which appear to be inductive arguments, but the premises do not provided enough support for the conclusion. In such cases, even if the premises were true, the conclusion would not be more likely to be true.
Chapter fourteen summaries CRCB ENG 75
There's lots of good information on the Internet, but you will also find opinions, misconceptions, and inaccurate information. Still the important thing is how to judge the quality of Internet resources, we should follow Criteria for Evaluation, we need to learn to evaluate the quality of information we find on the web as well as other information resources such as books, magazines, and television. To encourage the comparison and contrast different information resources, we need to consider the following ideas: Who says? Know the author. Who created this information and why? Do we recognize this author or their work? What knowledge or skills do they have in the area? What else has this author written? Does the author acknowledge other viewpoints and theories? Is the information biased? Think about perspective. Is the information objective or subjective? Is it full of fact or opinion? Does it reflect bias? How? How does the sponsorship impact the perspective of the information? Is a balance of perspectives represented? Is the information authentic? Know the source. Where does the information originate? Is the information from an established organization? Has the information been reviewed by others to insure accuracy? Is this a primary source or secondary source of information? Are original sources clear and documented? Is this information accurate? Consider the origin of the information. Is the sources truth worthy? How do we know? Who is sponsoring this publication? Does the information come from a school, business, or company site? What's the purpose of the information resource: to inform, instruct, persuade, and sell? Does this matter? What’s their motive? Is the information current? Consider the currency and timeliness of the information. Does the page provide information about timeliness such as specific dates of information? How current are the sources or links? Is the information helpful? Think about whether you need this information Does the information contains the breadth and depth needed. Is this information worth the effort? Think about the organization and speed of information access. At the end that would help us in determine if the internet resources are reliable in order to get a benefits and gain good information.
Chapter seven summarymTFY ENG 75
This chapter teaches both how to recognizing evaluative words in order to help you acknowledge what you already know and to inspire you to learn more by circle the word that express evaluation. The premature evaluations are evaluations made before we have taken enough time to make a fair study of a situation, and also bypass close observing and thinking, you have to be aware that the evaluations are not fact and require the support of evidence and clear reasoning. our minds tend to operate the evaluation comes easily and instantly, but inspection takes time and effort, we need to learn how to evaluate as well as re-evaluate in order to learn from personal and collective experience. We can say that the evaluations are opinions that can be openly or covertly expressed, it allows us to agree or disagree. Finally, evaluation measures performance, demonstrate program benefits, help improve effectiveness, and create an opportunity.
Monday, April 27, 2009
Sunday, April 26, 2009
Exercise page# 224 TFY ENG 75
Exercise page #224 TFY ENG 75
1. (True) viewpoints can be either consciously or unconsciously assumed
2. (True) to be exterior to one’s own viewpoint is to see its objectively as just one viewpoint among many
3. (True) egocentrism means being absorbed in one personal view point without being able to put oneself in other peoples shoes
4. (False) religiocentrism means believing ones country is morally superior to any other
5. (True) nations trend to become more ethnocentric in wartime, righteously, affirming their own national superiority while denouncing their enemies
6. (False) authors only tell their stories from one view point
7. (False) a conservative viewpoint is concerned with protected personal freedom
8. (False) a liberal tries to avoid any drastic changes in the political, economic, or social institutions of a society
9. (True) in the united states some republicans are more liberal than some democrats and vice versa
10. (False) we communicate best when we ignore the viewpoints of others
1. (True) viewpoints can be either consciously or unconsciously assumed
2. (True) to be exterior to one’s own viewpoint is to see its objectively as just one viewpoint among many
3. (True) egocentrism means being absorbed in one personal view point without being able to put oneself in other peoples shoes
4. (False) religiocentrism means believing ones country is morally superior to any other
5. (True) nations trend to become more ethnocentric in wartime, righteously, affirming their own national superiority while denouncing their enemies
6. (False) authors only tell their stories from one view point
7. (False) a conservative viewpoint is concerned with protected personal freedom
8. (False) a liberal tries to avoid any drastic changes in the political, economic, or social institutions of a society
9. (True) in the united states some republicans are more liberal than some democrats and vice versa
10. (False) we communicate best when we ignore the viewpoints of others
Execise 12c page# 399 chapter 12 CRCB ENG 75
Exercise 12c page # 399 Chapter 12 CRCB ENG 75
Read the following sentences and determine which ones in each group are conclusion statement and which are reasons
1. I need to study more effectively ( conclusion)
2. I failed the last exam (reason)
3. I must be eating better (conclusion)
4. Therefore, legislation needs to address the aids issue (reason)
5. It is estimated that 1 to 2 million American are infected with the virus that causes AIDS (reason)
6. In 1996 more children and women continued to get AIDS (conclusion)
7. Jason is guilty (reason)
8. Tow eyewitnesses saw Jason commit the crime (conclusion)
9. Jason and three pieces of the stolen jewelry in his pocket (reason)
10. Jason’s finger points matched those at the crime scene (reason)
11. The result of exercise include better, more restful sleep (reason)
12. Exercise lowers the risk of heart attack (reason)
13. Moderate exercise improves the immune system (reason)
14. There are several benefits of exercising (conclusion)
Read the following sentences and determine which ones in each group are conclusion statement and which are reasons
1. I need to study more effectively ( conclusion)
2. I failed the last exam (reason)
3. I must be eating better (conclusion)
4. Therefore, legislation needs to address the aids issue (reason)
5. It is estimated that 1 to 2 million American are infected with the virus that causes AIDS (reason)
6. In 1996 more children and women continued to get AIDS (conclusion)
7. Jason is guilty (reason)
8. Tow eyewitnesses saw Jason commit the crime (conclusion)
9. Jason and three pieces of the stolen jewelry in his pocket (reason)
10. Jason’s finger points matched those at the crime scene (reason)
11. The result of exercise include better, more restful sleep (reason)
12. Exercise lowers the risk of heart attack (reason)
13. Moderate exercise improves the immune system (reason)
14. There are several benefits of exercising (conclusion)
Chapter 12 exercise 12c page #399 CRCB ENG 75
Exercise 12c page # 399 Chapter 12 CRCB ENG 75
Read the following sentences and determine which ones in each group are conclusion statement and which are reasons
1. I need to study more effectively ( conclusion)
2. I failed the last exam (reason)
3. I must be eating better (conclusion)
4. Therefore, legislation needs to address the aids issue (reason)
5. It is estimated that 1 to 2 million American are infected with the virus that causes AIDS (reason)
6. In 1996 more children and women continued to get AIDS (conclusion)
7. Jason is guilty (reason)
8. Tow eyewitnesses saw Jason commit the crime (conclusion)
9. Jason and three pieces of the stolen jewelry in his pocket (reason)
10. Jason’s finger points matched those at the crime scene (reason)
11. The result of exercise include better, more restful sleep (reason)
12. Exercise lowers the risk of heart attack (reason)
13. Moderate exercise improves the immune system (reason)
14. There are several benefits of exercising (conclusion)
Read the following sentences and determine which ones in each group are conclusion statement and which are reasons
1. I need to study more effectively ( conclusion)
2. I failed the last exam (reason)
3. I must be eating better (conclusion)
4. Therefore, legislation needs to address the aids issue (reason)
5. It is estimated that 1 to 2 million American are infected with the virus that causes AIDS (reason)
6. In 1996 more children and women continued to get AIDS (conclusion)
7. Jason is guilty (reason)
8. Tow eyewitnesses saw Jason commit the crime (conclusion)
9. Jason and three pieces of the stolen jewelry in his pocket (reason)
10. Jason’s finger points matched those at the crime scene (reason)
11. The result of exercise include better, more restful sleep (reason)
12. Exercise lowers the risk of heart attack (reason)
13. Moderate exercise improves the immune system (reason)
14. There are several benefits of exercising (conclusion)
Chapter four CRCB ENG 75 exercise one page # 129
Chapter four CRCB ENG 75 Exercise one page #129
· Match each vocabulary word in column A with its correct definition in column B
1. Efficient reading : thinking about what are you reading
2. Speed reading : reading groups of words instead of individual words
3. Critical reading : comprehending text at an appropriate reading rate
4. Skimming : reading only some of the words
5. Regressing : rereading
6. Subvocalizing : reading aloud
7. Pacing : using your finger to guide your reading
· Match each vocabulary word in column A with its correct definition in column B
1. Efficient reading : thinking about what are you reading
2. Speed reading : reading groups of words instead of individual words
3. Critical reading : comprehending text at an appropriate reading rate
4. Skimming : reading only some of the words
5. Regressing : rereading
6. Subvocalizing : reading aloud
7. Pacing : using your finger to guide your reading
Chapter one summaries CRCB ENG 75
Chapter one summaries CRCB ENG 75
Reading involves many complex skills that have to come together in order for the reader to be successful. For example, proficient readers recognize the purpose for reading, approach the reading with that purpose in mind, use strategies that have proven successful to them in the past when reading similar texts for similar purposes, monitor their comprehension of the text in light of the purpose for reading, and if needed adjust their strategy use. Proficient readers know when unknown words will interfere with achieving their purpose for reading, and when they won't. When unknown words arise and their meaning is needed for. Reading is also a complex process in that proficient readers give to the text as much as they take. They make meaning from the text by using their own prior knowledge and experiences. Proficient readers are constantly making predictions while reading. They are continuously anticipating what will come next. Their prior knowledge and experiences with texts as well as with the world around them allow them to do this. It is this continuous interaction with the text that allows readers to make sense of what they are reading. Learning journal is also an active learning tasks, it helps you identify what you understand in reading assignment and what is still unclear, it helps you to understand how you learn, and to know which styles of work fit you the best by learning the internal and external distracters block your concentration and record your concentration habits in your reading journal. Understanding the reading process is essential if you are to be an effective content area reading
Reading involves many complex skills that have to come together in order for the reader to be successful. For example, proficient readers recognize the purpose for reading, approach the reading with that purpose in mind, use strategies that have proven successful to them in the past when reading similar texts for similar purposes, monitor their comprehension of the text in light of the purpose for reading, and if needed adjust their strategy use. Proficient readers know when unknown words will interfere with achieving their purpose for reading, and when they won't. When unknown words arise and their meaning is needed for. Reading is also a complex process in that proficient readers give to the text as much as they take. They make meaning from the text by using their own prior knowledge and experiences. Proficient readers are constantly making predictions while reading. They are continuously anticipating what will come next. Their prior knowledge and experiences with texts as well as with the world around them allow them to do this. It is this continuous interaction with the text that allows readers to make sense of what they are reading. Learning journal is also an active learning tasks, it helps you identify what you understand in reading assignment and what is still unclear, it helps you to understand how you learn, and to know which styles of work fit you the best by learning the internal and external distracters block your concentration and record your concentration habits in your reading journal. Understanding the reading process is essential if you are to be an effective content area reading
Chapter eleven summaries CRCB ENG75
Chapter eleven summaries CRCB ENG 75
The use of visual aids can be used to inform the audience of many things. We humans take more information in visually, even when we are reading something because its process and stored as a visual thoughts in our minds. The main purpose in developing visual aids is to help you teach your training objective, so develop them around your main teaching points. There are many types of visuals like charts, diagrams, illustrations, graphs, time line, outlines, and mind maps. The visual aids should complement your performance, you’ve got to learn how to move on stage and capture peoples' attention. It is really difficult to give you very general guidelines; using visual aids can make a presentation more interesting and effective. When an audience can both hear and see what you are saying, they are more likely to retain the information. Visual aids not only focus attention, they reinforce your words, and Visual aids are a great assistance to the speaker as well as to the audience. These serve to allow the speaker to remember all the important points and stay on the track. Moreover, people retain visual part of the information from graphs and tables far better than listening to someone explain the results. And we can say that every person has different level of learning, some people understand the things quickly, and others require repeating the topic. In this situation the visual aids play an important role in saving our time, which we spend to discuss about any new ideas. Visual aids provide exact picture about any concept.
The use of visual aids can be used to inform the audience of many things. We humans take more information in visually, even when we are reading something because its process and stored as a visual thoughts in our minds. The main purpose in developing visual aids is to help you teach your training objective, so develop them around your main teaching points. There are many types of visuals like charts, diagrams, illustrations, graphs, time line, outlines, and mind maps. The visual aids should complement your performance, you’ve got to learn how to move on stage and capture peoples' attention. It is really difficult to give you very general guidelines; using visual aids can make a presentation more interesting and effective. When an audience can both hear and see what you are saying, they are more likely to retain the information. Visual aids not only focus attention, they reinforce your words, and Visual aids are a great assistance to the speaker as well as to the audience. These serve to allow the speaker to remember all the important points and stay on the track. Moreover, people retain visual part of the information from graphs and tables far better than listening to someone explain the results. And we can say that every person has different level of learning, some people understand the things quickly, and others require repeating the topic. In this situation the visual aids play an important role in saving our time, which we spend to discuss about any new ideas. Visual aids provide exact picture about any concept.
Saturday, April 25, 2009
Chapter 12 summaries CRCB ENG 75
Chapter 12 summaries CRCB ENG 75
Here are some tips to help you identify an argument, Break your task into parts, you should first break the text into manageable chunks. With any luck there might be numbered sections that will make this easy. Be alive to argument indicators, you should look for 'conclusion indicators' such as 'so', 'therefore', 'hence' and so on. Similarly it will help you identify the author's premises if you look for reason indicators such as 'since', 'because' and 'for the reason that’. Read difficult passages aloud It might help to read a passage aloud. If you try to get the intonation where you think the author would, this might give you a clue to his meaning. Identify objections and rebuttals whilst offering reasons for his claims, the author may also be considering and rejecting objections to these claims. In addition to identifying the argument you should try to identify which objections are considered why these objections are objections the reasons for rejecting these objections. Make use of the principle of charity Refuse to believe that you have correctly identified the argument until you can see why the author thinks it is convincing. And only consider yourself to have identified an objection when you can see why it would be an objection. Reflect on the whole having analyzed the parts of a paper, you need to consider it as a whole. Evaluating arguments once you have set out the argument in the style of a logic book, you can start to evaluate it. An argument can only be good if its premises constitute a good reason to believe the conclusion. The argument will be even better; of course, if the premises are true, This means that in order to evaluate an argument you need to ask two questions: Does the author's conclusion follow from his premises? Do I accept the author's premises?
Here are some tips to help you identify an argument, Break your task into parts, you should first break the text into manageable chunks. With any luck there might be numbered sections that will make this easy. Be alive to argument indicators, you should look for 'conclusion indicators' such as 'so', 'therefore', 'hence' and so on. Similarly it will help you identify the author's premises if you look for reason indicators such as 'since', 'because' and 'for the reason that’. Read difficult passages aloud It might help to read a passage aloud. If you try to get the intonation where you think the author would, this might give you a clue to his meaning. Identify objections and rebuttals whilst offering reasons for his claims, the author may also be considering and rejecting objections to these claims. In addition to identifying the argument you should try to identify which objections are considered why these objections are objections the reasons for rejecting these objections. Make use of the principle of charity Refuse to believe that you have correctly identified the argument until you can see why the author thinks it is convincing. And only consider yourself to have identified an objection when you can see why it would be an objection. Reflect on the whole having analyzed the parts of a paper, you need to consider it as a whole. Evaluating arguments once you have set out the argument in the style of a logic book, you can start to evaluate it. An argument can only be good if its premises constitute a good reason to believe the conclusion. The argument will be even better; of course, if the premises are true, This means that in order to evaluate an argument you need to ask two questions: Does the author's conclusion follow from his premises? Do I accept the author's premises?
Chapter four summaries CRCB ENG 75
In this chapter the author is emphasis about how to manage our reading time, what is efficient reading?, how to be more efficient reader, and how to develop a daily reading plan.The efficient reading is to be able to read and comprehend textbooks material in an appropriate amount of time and that depends on many factors like the level of the difficulty and the grade you would like to earn.In order to become more efficient reader we have to judge our reading rate by speeding reading, critical reading which its goal is to slow down, take time to digest an author point, reading quickly, skimming which is mean to reading only some words which helps us mentally prepare, trying to figure out the meaning using by rereading, using our fingertips to follow each word in order to improve our reading speed.The previously steps guide us to have a much better chance of meeting our reading goalsYou may believe that speed reading is only for genius types. After all, you need to center on what you're reading if you hope to grasp what the text is trying to tell you.
Monday, April 20, 2009
Chapter nine summaries TFY ENG 75
An argument is a connected series of statements or propositions, some of which are intended to provide support, justification or evidence for the truth of another statement or proposition. Arguments consist of one or more premises and a conclusion. The premises are those statements that are taken to provide the support or evidence; the conclusion is that which the premises allegedly support. For example, the following is an argument: The death penalty should be adopted only if it deters murder. However, it could only do this if murderers understood the consequences of their actions before acting and since this is not so, we must reject adopting the death penalty. The conclusion of this argument is the final statement: "we must reject adopting the death penalty." The other statements are the premises; they are offered as reasons or justification for this claim. The premises of an argument are sometimes also called the "data", the "grounds" or the "backup" given for accepting the conclusion. Because arguments are attempts to provide evidence or support for a certain claim, they often contain words such as "therefore", "thus", "hence", "consequently", or "so" before their conclusions. Similarly, words or expressions such as "because", "since", "for the reason that", etc., are often found accompanying the premises of an argument. Such "indicators" can aid in the task of identifying the conclusion of the argument, which often comes last in the series of statements making up the argument, as in the example above. A sound argument is a valid argument with true premises. A sound argument, being both valid and having true premises, must have a true conclusion.
Tuesday, April 14, 2009
Chapter ten summaries CRCB ENG 75
A convenient way of making this happen is to change headings into questions and then attempt to answer the question while reading. This technique will help you become more realistic and even increase your speed. Once you have found the main idea in a block of text you can usually move on and save time. However, there are several good reasons for not moving on. First, and most important, read on if you do not understand the concept. Second, read on if you can see that there are additional key ideas illustrated by highlighted words, lists with numbers, or charts. Do not expect to memorize the content. Look for relationships which apply to the core principles of the subject material. Before determining what you want to mark, read the complete paragraph or section. When you have determined the main ideas, highlight them or underline with the pen of your choice. Premature underlining often leads to highlighting unimportant information. Reading can become an arduous and tedious task if you are attempting to remember or memorize every detail. Since you cannot remember everything you read, it becomes important to mark or underline only essential information. Main ideas and major supporting points are most important to highlight. Learn to identify and discriminate between them. The extent to which you underline details depends on your purpose and the demands of your instructor. Reading material that has been marked excessively slips in value. It is frustrating to review reading material that has been over-marked because it becomes difficult to quickly perceive the important points and give those points our focused attention. It is generally best to refrain from highlighting complete sentences. Concentrate instead on highlighting important words or phrases within important sentences. Delay your underlining until you recognize what is important to remember. A page with occasional highlights, bringing attention to fewer items, is easier to review. The sooner you review the better. If you wait longer you will find yourself relearning the material. While reviewing, try to test your ability to remember and restate the material in your own words. To recite or write the main ideas as you review will enhance your memory and understanding. No matter how difficult the task of summarizing might be for you, stick to it until you feel confident that you understand and comprehend the content. As you recite these important main points, go a step beyond memorization and help your memory by thinking how each idea relates to you, your community, or other concepts in the subject material.
Chapter nine summaries CRCB ENG 75
While reading, build in a little time management, previewing also involves taking a look at how the text is organized, So after a reasonable length of time, before tackling another section, get up, stretch. Don't disappear though. You still have more reading to do. The big reward does NOT come until after you have completed the entire reading assignment. Try something new. Mark the margins as you read instead of highlighting everything you see. Highlighting is a great system to point out main ideas, but sometimes the reader has a tendency to highlight everything. Instead, use some sort of margin notation that corresponds to an item in the text in order to draw your eye to that information. For example, Use a triangle to indicate that a particular sentence contains a statement of opinion. Whatever system you use, be sure to write it down on an index card or in your notebook so that you will consistently use these annotations in the future. If annotating is a bit too involved for you, incorporate highlighting with underlining instead. For example, highlight the main ideas, underline the details and circle the key words. Use speed reading techniques --glancing, skimming, and scanning-- in order to prepare for tests, Glancing is a device used to assess the overall reading assignment itself. It is a technique that the reader uses to get a general idea of the layout of the text and the location of information. Skimming is a device used to locate main ideas during the preview stages of reading. Previewing is not a substitute for reading. It is a technique used as a preparation for a more thorough reading of the material. An active reader goes through the text twice in order to have a better understanding of the information being presented. A simple way to practice skimming is to read, as quickly as possible, the first few sentences of every paragraph and the last few sentences of every paragraph. The more you practice this method, the easier it will become because you will find yourself looking for key verbs and nouns. After skimming, try to formulate a main idea sentence, right in the text, or in your reading notebook. Scanning is a device used to locate details--specific answers to specific questions that may be asked at the end of the assignment. In order to practice this technique you must know how information is arranged in a reading. When trying to answer questions that begin with the word WHEN, the reader would look in the text for sentences containing words dealing with time markers: before, next, later, prior; or words that suggest a specific timeframe, for example, years, months, periods. When trying to answer WHY questions. In your reading notebook, you might want to begin a chart of questions and answers to be used as a study guide before tests. You, as the reader are doing a great deal of work preparing for a test in the early stages of the course, but the reader definitely saves time during midterms. Instead of cramming and spot-reading material, the active reader can just open that reading notebook and review material, not learn it for the first time during exam week. Keep a reading notebook. A reading notebook organizes your reading materials for you and helps you find information quickly when you need to study for a test or to write a paper. What type of material can you include in your reading notebook? If you followed the directions above, you should already have a main idea statement and some review questions and answers. In addition, you may want to include a purpose for reading. Simply fill in the blank and you have the beginnings of a main idea statement that you can develop further following the reading.
Chapter eight summaries ENG 75
This clearly written textbook clarifies the concepts underpinning descriptive and inferential statistics in organizational research. Acting as much more than a theoretical reference tool, step-by-step it guides readers through the various key stages of successful data analysis. Covering everything from introductory descriptive statistics to advanced inferential techniques, multiple and logistic regression and factor analysis, Using examples directly relevant to organizational research it includes practical advice on such topics as the size of samples required in research studies, using and interpreting, and writing up results. In helping readers to develop a sound understanding of statistical methods, rather than focusing on complex formulas and computations, this is as appropriate for those who wish to refresh their knowledge as those new to the subject area.
Monday, March 2, 2009
Exercise one page# 36 CRCB ENG 75
Exercise page # 36 CRCB ENG 75
1. B. Soothe
2. C. incapable
3. C. marked by roundabout or indirect procedures
4. A. instructional
5. C. well paying
6. D. unpredictable
1. B. Soothe
2. C. incapable
3. C. marked by roundabout or indirect procedures
4. A. instructional
5. C. well paying
6. D. unpredictable
Exercise page # 156 (TFY) ENG 75
Exercise page# 156 (TFY) ENG75
1. When we articulate hidden assumptions, we simply read what we find in print before us.(False)
2. A good argument invariably contains a few hidden assumptions. (False)
3. To make a value assumption is to offer a line of reasoning based on a value or belief assumed to be shared by everyone. (True)
4. Can you believe it? She is twenty three years old and not even thinking of getting married. This statement made by a Puerto Rican mother, contains no value assumptions. (False)
5. Assumptions are often recognized only in retrospect because of the problems they cause. (True)
6. In mathematics, conscious assumptions are called axioms. (True)
7. A conscious assumption can be used as a strategy to lead us to new information. If a child does not come home from school at the usual time, we might first decide to call the homes of the child’s friends, if that turns up no information, we might call the police. (True)
8. Stereotypes contain no assumptions. (False)
9. To be uncomfortable is to be in disequilibrium. Thinking through a problem restores the comfort of our mental equilibrium. (True)
10. Incongruities can provoke us into thinking in order to resolve their conflict with our assumptions and expectations. (False)
1. When we articulate hidden assumptions, we simply read what we find in print before us.(False)
2. A good argument invariably contains a few hidden assumptions. (False)
3. To make a value assumption is to offer a line of reasoning based on a value or belief assumed to be shared by everyone. (True)
4. Can you believe it? She is twenty three years old and not even thinking of getting married. This statement made by a Puerto Rican mother, contains no value assumptions. (False)
5. Assumptions are often recognized only in retrospect because of the problems they cause. (True)
6. In mathematics, conscious assumptions are called axioms. (True)
7. A conscious assumption can be used as a strategy to lead us to new information. If a child does not come home from school at the usual time, we might first decide to call the homes of the child’s friends, if that turns up no information, we might call the police. (True)
8. Stereotypes contain no assumptions. (False)
9. To be uncomfortable is to be in disequilibrium. Thinking through a problem restores the comfort of our mental equilibrium. (True)
10. Incongruities can provoke us into thinking in order to resolve their conflict with our assumptions and expectations. (False)
Exercise page#179 (TFY) ENG 75
Exercise page# 179 (TFY) ENG75
1. Expert opinion calculates the risk involved in spacing the gap between the known and the unknown for a particular situation (true)
2. Giving advice is not a way of offering an opinion(true)
3. The results of public opinion polls are equivalent to votes in elections (false)
4. Opinions in the form of judgments state what is right and wrong, bad, and good (true)
5. Some opinions are based on generalizations, such as stereo types, as in the statement “all Chinese are look alike.” (true)
6. Responsible opinions are based on a careful examination of the evidence (true)
7. Opinions are the same as the fact (true)
8. Gossip is opinion sharing without any requirement for substantiation (false)
9. Everyone is entitled to his or her own opinion because all opinions carry equal value (true)
10. Opinion do not express feelings (true)
1. Expert opinion calculates the risk involved in spacing the gap between the known and the unknown for a particular situation (true)
2. Giving advice is not a way of offering an opinion(true)
3. The results of public opinion polls are equivalent to votes in elections (false)
4. Opinions in the form of judgments state what is right and wrong, bad, and good (true)
5. Some opinions are based on generalizations, such as stereo types, as in the statement “all Chinese are look alike.” (true)
6. Responsible opinions are based on a careful examination of the evidence (true)
7. Opinions are the same as the fact (true)
8. Gossip is opinion sharing without any requirement for substantiation (false)
9. Everyone is entitled to his or her own opinion because all opinions carry equal value (true)
10. Opinion do not express feelings (true)
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Sunday, March 1, 2009
Chapter one summaries (TFY) ENG 75
Chapter one summaries (TFY) ENG 75
Observation skills are critically important to success in any dimension, they work hard to develop their own, and to identify the skill in their people. Leaders rely heavily on the observations of others to test their own impressions, and to add to their body of knowledge about whatever issue is on the table. Observation is learning on the fly, it's not something you sit down to do. And every experience adds to your body of knowledge, leaving you a top asset to your organization, your industry, your family, and yourself. Better observation takes two things, the effort to observe what you want to know. The second is to have more knowledge about what you are observing, learning to observe means slowing down Time, and expanding you into the world, into other people, Watch actions, see the consequences. I learned that the observation skills will help you quickly identify how well you have developed this skill in your life
Observation skills are critically important to success in any dimension, they work hard to develop their own, and to identify the skill in their people. Leaders rely heavily on the observations of others to test their own impressions, and to add to their body of knowledge about whatever issue is on the table. Observation is learning on the fly, it's not something you sit down to do. And every experience adds to your body of knowledge, leaving you a top asset to your organization, your industry, your family, and yourself. Better observation takes two things, the effort to observe what you want to know. The second is to have more knowledge about what you are observing, learning to observe means slowing down Time, and expanding you into the world, into other people, Watch actions, see the consequences. I learned that the observation skills will help you quickly identify how well you have developed this skill in your life
Exercise 2j define the following words CRCB page# 46
Exercise 2j Define the following words CRCB page# 46
1. Autonomous: self _governing
2. Emit: give off or out
3. Fidelity: quality or state of being
4. Convey: transport or transmit
5. Equivocal: ambiguous or uncertain
6. Posthumous: occurring after ones death
7. Carnal: sensual
8. Misogynist: one who hates or distrust women
9. Synchronized: occur or cause at the same instant
1. Autonomous: self _governing
2. Emit: give off or out
3. Fidelity: quality or state of being
4. Convey: transport or transmit
5. Equivocal: ambiguous or uncertain
6. Posthumous: occurring after ones death
7. Carnal: sensual
8. Misogynist: one who hates or distrust women
9. Synchronized: occur or cause at the same instant
Chapter seven summaries (TFY) ENG 75
Chapter seven summaries (TFY) ENG 75
This chapter teaches both how to recognizing evaluative words in order to help you acknowledge what you already know and to inspire you to learn more by circle the word that express evaluation. The premature evaluations are evaluations made before we have taken enough time to make a fair study of a situation, and also bypass close observing and thinking, you have to be aware that the evaluations are not fact and require the support of evidence and clear reasoning. our minds tend to operate the evaluation comes easily and instantly, but inspection takes time and effort, we need to learn how to evaluate as well as re-evaluate in order to learn from personal and collective experience. We can say that the evaluations are opinions that can be openly or covertly expressed, it allows us to agree or disagree. Finally, evaluation measures performance, demonstrate program benefits, help improve effectiveness, and create an opportunity.
This chapter teaches both how to recognizing evaluative words in order to help you acknowledge what you already know and to inspire you to learn more by circle the word that express evaluation. The premature evaluations are evaluations made before we have taken enough time to make a fair study of a situation, and also bypass close observing and thinking, you have to be aware that the evaluations are not fact and require the support of evidence and clear reasoning. our minds tend to operate the evaluation comes easily and instantly, but inspection takes time and effort, we need to learn how to evaluate as well as re-evaluate in order to learn from personal and collective experience. We can say that the evaluations are opinions that can be openly or covertly expressed, it allows us to agree or disagree. Finally, evaluation measures performance, demonstrate program benefits, help improve effectiveness, and create an opportunity.
Chapter six summaries (TFY) ENG 75
Chapter six summaries (TFY) ENG 75
An opinion is a person’s ideas and thoughts towards something which it is either impossible to verify the truth of, or the truth of which is thought unimportant to the person. It is an assertion about something especially if that something lies in the future and its truth or falsity cannot be directly established. An opinion is not a fact, because opinions are either not falsifiable, and opinions cannot be proven or verified, which makes this statement true There are a different between opinion and facts, since the opinion can be well subs tainted or not, they can be based either on reasons or facts, and at same time opinions should not be confused with facts .This chapter explores that familiar word opinion and examines how it affects our ability to think critically. By definition opinions might be considered to be our inferences, or decisions about life, we collect them from our experience and store them in our memory files. There are many types of opinions include judgments which are based on personal or collective codes of value, advice, generalizations which must be preceded with training in makes an effort to gather evidence, and sentiments which do not need to be justified.
An opinion is a person’s ideas and thoughts towards something which it is either impossible to verify the truth of, or the truth of which is thought unimportant to the person. It is an assertion about something especially if that something lies in the future and its truth or falsity cannot be directly established. An opinion is not a fact, because opinions are either not falsifiable, and opinions cannot be proven or verified, which makes this statement true There are a different between opinion and facts, since the opinion can be well subs tainted or not, they can be based either on reasons or facts, and at same time opinions should not be confused with facts .This chapter explores that familiar word opinion and examines how it affects our ability to think critically. By definition opinions might be considered to be our inferences, or decisions about life, we collect them from our experience and store them in our memory files. There are many types of opinions include judgments which are based on personal or collective codes of value, advice, generalizations which must be preceded with training in makes an effort to gather evidence, and sentiments which do not need to be justified.
Thursday, February 26, 2009
Wednesday, February 25, 2009
Tuesday, February 24, 2009
Exercise 10b CRCB ENG75 page#327
Exercise 10b CRCB ENG75 page#327
Based on the title of the article, what do you expect it to be about?
Lifting the veil on sex slavery
What do you know already about the Taliban’s treatment of women?
Women were forced to wear the burqa in public, because, according to a Taliban spokesman, "the face of a woman is a source of corruption for men not related to them. They were not allowed to work. They were not allowed to be educated after the age of eight.
Are you familiar with the following vocabulary words, if not, looking them up in a dictionary before you start reading?
Tantamount: equivalent: being essentially equal to something
Degradation: The act of reducing in rank, character, or reputation, or of abasing; a lowering from one's standing or rank in office or society
Complicity: guilt as an accomplice in a crime or offense
Revering: Referring to something that is respected
What question might you expect this article to answer?
What are the processes that should be taken to serve woman’s freedom of movement?
Based on the title of the article, what do you expect it to be about?
Lifting the veil on sex slavery
What do you know already about the Taliban’s treatment of women?
Women were forced to wear the burqa in public, because, according to a Taliban spokesman, "the face of a woman is a source of corruption for men not related to them. They were not allowed to work. They were not allowed to be educated after the age of eight.
Are you familiar with the following vocabulary words, if not, looking them up in a dictionary before you start reading?
Tantamount: equivalent: being essentially equal to something
Degradation: The act of reducing in rank, character, or reputation, or of abasing; a lowering from one's standing or rank in office or society
Complicity: guilt as an accomplice in a crime or offense
Revering: Referring to something that is respected
What question might you expect this article to answer?
What are the processes that should be taken to serve woman’s freedom of movement?
Chapter ten summaries CRCB ENG 75
Chapter ten summaries CRCB ENG75
Textbook marking helps you remember what you read, distinguish important from less important information, and it efficient from of taking notes, doing this by highlighting, and labeling ideas to show how they are related to each other and which are most important like the main ideas, details, and new vocabulary, different colored highlighters can help you with differentiation between main ideas and details, and finally use the word clues in order to guides you to clarity and further explain for the main idea, and also they are the words that the lecture uses to indicate the angel to take when you answer the question, I would like to provide an example for the words clue, describe is a clue word and its meaning is to Wright a detailed account or verbal picture in a logical sequence or story form. I think this chapter will help us achieving our goals in understanding, remembering, and keep us alert by using the highlighters, and symbols.
Textbook marking helps you remember what you read, distinguish important from less important information, and it efficient from of taking notes, doing this by highlighting, and labeling ideas to show how they are related to each other and which are most important like the main ideas, details, and new vocabulary, different colored highlighters can help you with differentiation between main ideas and details, and finally use the word clues in order to guides you to clarity and further explain for the main idea, and also they are the words that the lecture uses to indicate the angel to take when you answer the question, I would like to provide an example for the words clue, describe is a clue word and its meaning is to Wright a detailed account or verbal picture in a logical sequence or story form. I think this chapter will help us achieving our goals in understanding, remembering, and keep us alert by using the highlighters, and symbols.
Chapter nine CRCB ENG 75 summaries
Chapter nine CRCB ENG 75 summaries
In this chapter an author is describing for us how to get the most out of what we read. The best way is to question yourself before and after you read, questioning yourself help you confirm that you have correctly identified main ideas and details, establish a purpose for reading, create a mental framework, and react to what you read. When you preview you got the chance to develop a framework by asking questions, there are a steps for previewing a reading assignment, its start with reading quickly and focusing on the title of the chapter, the second step is to develop questions like (who, what, where, when), and the last step is to predict content. And also when you develop a question try to ask and answer yourself, understand section, and monitor your reading. This dialogue, this active helps you understand and remember book material.
In this chapter an author is describing for us how to get the most out of what we read. The best way is to question yourself before and after you read, questioning yourself help you confirm that you have correctly identified main ideas and details, establish a purpose for reading, create a mental framework, and react to what you read. When you preview you got the chance to develop a framework by asking questions, there are a steps for previewing a reading assignment, its start with reading quickly and focusing on the title of the chapter, the second step is to develop questions like (who, what, where, when), and the last step is to predict content. And also when you develop a question try to ask and answer yourself, understand section, and monitor your reading. This dialogue, this active helps you understand and remember book material.
Monday, February 23, 2009
Chapter four discovery exercise page# 106
· Chapter four Discovery exercise page# 106
o Reasoning: Action of the verb to reason; the logical use of reason to form inferences or interpretations; abstract thought; ratiocination.
o Conclusion: the stopping point of each
o Guess: think: expect, believe, or suppose
o Explanation: a statement that makes something comprehensible by describing the relevant structure or operation or circumstances etc.
o Imagine: think: expect, believe, or suppose.
o Infer: deduce: reason by deduction; establish by deduction
Generalize: draw from specific cases for more general cases
o Inference: the reasoning involved in drawing a conclusion or making a logical judgment on the basis of circumstantial evidence and prior conclusions
o Interpret: make sense of; assign a meaning to; "What message do you see in this letter?
o Reasoning: Action of the verb to reason; the logical use of reason to form inferences or interpretations; abstract thought; ratiocination.
o Conclusion: the stopping point of each
o Guess: think: expect, believe, or suppose
o Explanation: a statement that makes something comprehensible by describing the relevant structure or operation or circumstances etc.
o Imagine: think: expect, believe, or suppose.
o Infer: deduce: reason by deduction; establish by deduction
Generalize: draw from specific cases for more general cases
o Inference: the reasoning involved in drawing a conclusion or making a logical judgment on the basis of circumstantial evidence and prior conclusions
o Interpret: make sense of; assign a meaning to; "What message do you see in this letter?
Chapter three (TFY) discover exercises page#76
Chapter three (TFY) Discover exercises page #76
· Know: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about; "I know that the President lied to the
Certain: reliable in operation or effect; "a quick and certain remedy"; "a sure way to distinguish the two"; "wood dust is a sure sign of termites"
· Know: be cognizant or aware of a fact or a specific piece of information; possess knowledge or information about; "I know that the President lied to the
Certain: reliable in operation or effect; "a quick and certain remedy"; "a sure way to distinguish the two"; "wood dust is a sure sign of termites"
Verified: confirm the truth of
· Existence: a point of view gradually coming into being
· Real : being or occurring in fact or actuality
· Fact : a piece of information about circumstances that exist or events that have occurred
· Existence: a point of view gradually coming into being
· Real : being or occurring in fact or actuality
· Fact : a piece of information about circumstances that exist or events that have occurred
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