Chapter eight mind map CRCB ENG 75

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

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)

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)

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

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

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.

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?

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.

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.

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.