CRCB CHAPTER 14

Evaluating internet resources

Using internet is available when you find information.

Seven-step internet source evaluation system

1. know your purpose (Relevance)

2. double-check your facts and sources (Reliability, Credibility, and Accuracy)


3. Consider the source (reliability and Credibility)

4. Evaluate the look and content of a site (Credibility and Accuracy)

5. Consider the intended audience (Relevance and Reliability)

6. Evaluate the writing (Accuracy, Credibility, and Reliability)

7. Compare content with what you already know (Relevance, Reliability, Credibility, and Accuracy)

A rubric is a chat that contains criteria designed to evaluate specific information. It can be an effective tool for evaluating internet information.

CRCB CHAPTER 13

Reading beyond the words

Benjamin bloom developed a list of six levels of thinking for teachers to use as a curriculum, guide and assessment tool. It has gained popularity in the educational community it is called bloom’s taxonomy. It consists of six levels-knowledge, comprehension, application, analysis, synthesis, and evaluation. When you prepare an exam, you can predict the kinds of questions instructor will ask by answering questions at each of these levels.

CRCB CHAPTER 12

Identifying and Evaluating arguments

Arguments are often the logical structures that persuade other person or support your ideas. These logical structures consist of statements, conclusions and reasons that support them. A conclusion is the judgment, decision, or opinion you reach after thinking about or investigating an issue. A reason is a statement that explains justifies, or otherwise supports a conclusion. A deductive argument begins with a general statement or a general law that is then supported by specific details, reasons, or examples that prove or explain it, which are called premises. An inductive argument begins with a series of specific observations and concludes with a generalization that logically follows from it.

CRCB CHAPTER 11

Reading, Understanding, and Creating Visual Aids

Visual aids are used to help readers better understand content. It shows you how ideas connect or relate to each other. Authors use visuals as learning aids to illustrate and explain their main idea. Types of visual aids are charts and tables, diagrams, illustrations, graphs, photographs etc… the type of information being conveyed determines what type of visual aid an author will use.

CRCB CHAPTER 10

Textbook marking

Textbook marking is a systematic way of marking, highlighting, and labeling ideas.
It helps you to find important ideas and you can understand important ideas and less important ideas. Previewing, Study-reading, Mark or highlight text, writing margin cues are steps in the process of textbook marking. Knowing what else to mark, besides the main, major supporting details, and new vocabulary, or if more marking is even needed if
If you decide what else to mark, you need three information Lecture, Lab, and Unclear information. There are two kinds of ways to develop a personal system of textbook marking. First is using symbols and second is using highlighters

CRCB CHAPTER 9

PSR= preview, study-read, and review

You should ask yourself before, during, and after you read
When you use previewing you can assess how difficult a chapter and encourages you to read actively by asking questions. When you use study-reading, it is useful to share what you have learned with a classmate. When you can explain the relation of what you just have read and what you already know, it means you have accurately comprehended the material. In the review, you should ask yourself questions about what you have just read and what you already know. PSR help to understand what author say and give yourself the opportunity to react to what you read.

THINKING FOR YOUR SELF 12

Deductive reasoning: how do I reason from premises?

Deductive reasoning involves drawing conclusions logically from other things that are already known. Deductive reasoning is a course that premises and conclusions necessarily follow from these premises investigate. Syllogisms allow logicians to determine what is being said, to identify hidden premises, and to find out if the argument makes sense.

What syllogisms do?

1. to clarify the claims of the premises
2. to discover and expose any hidden premises
3. to find out if one thought follows logically from another

Each of these objectives will be discussed in turn.

THINKING FOR YOUR SELF 11

Inductive reasoning and inductive fallacies: how do I reason from evidence?

Inductive reasons from evidence about some members of a class in order to form a conclusion about all members of that class. Inductive can be done through sensory observation, enumeration, analogous reasoning, causal reasoning, and from pattern recognition.

There are five rules for evaluating the reliability of hypotheses based on statistical samplings.

1. The greater the size of the sample, the greater is its probability of being representative of the whole of a class.
2. A sampling must be representative in order to lead to reliable results.
3. One counter example can refute a generalization arrived at through inductive reasoning.
4. Statistical evidence should be offered in sufficient detail for verification.
5. When evaluating the results of polls, it is important to examine both the polling agency and the polling question for bias.

THINKING FOR YOUR SELF 10

Fallacies: what’s a faulty argument?

A Fallacies is an idea which many people believe to be true, but which is in fact false because it is based on incorrect information or reasoning. Appeals to feat and pity seek to persuade through affecting emotions rather than through sound rational support for an argument. Personal attack refutes another argument by attacking the opponent rather than addressing the argument itself. circular reasoning is the assertion or repeated assertion of a conclusion as though the conclusion were a reason.

THINKING FOR YOUR SELF 9

Argument: what’s a good argument?

An argument is a statement or set of statements that you use in order to try to convince people that your opinion about something is correct. In argument critical reading is an active endeavor that requires involvement, interaction with questions and evaluation.
Arguments state and defend a claim. Sometimes they try to persuade.

1. Are the reasons adequate to support the conclusion?
2. Are there any hidden assumptions in this argument?
3. Are any central words ambiguous or slanted to incite prejudice?
4. Are there fallacies in its reasoning?
5. Is any important information or evidence omitted?
6. Is any information false, contradictory, or irreconcilable?

These questions summarize standards for judging the strengthens and weaknesses of argument

THINKING FOR YOUR SELF 8

Viewpoint: what’s the filter?

Viewpoint is the way that they think about things in general, or the way they think about a particular thing. When we know our own viewpoint and understand the viewpoints of others as well, we can communicate best. Unconscious viewpoints include the egocentric, ethnocentric, religiocentric, androcentric, and anthropocentric. To understand, we have to know that an assumption can be unconscious.

THINKING FOR YOUR SELF 7

Evaluations: what’s judged?

To think critically, we need to be aware of how feelings influence evaluations and result in judgments that may not be fare.
It must be said that although our human tendency to rush to judgment can make it very difficult for us to be fair, nevertheless we still must continuously evaluate our experiences in order to survive.
Evaluations can help us react quickly to situations where our survival is at stake.
Connotation transmits evaluations that can confuse our thinking.
If we think critically, we can know how connotations affect out feelings

THINKING FOR YOUR SELF 6

Opinions: what’s believed?

Opinion has a lot of meanings; judgments, advice, generalizations, or sentiments.
Critical thinking needs that we recognize how it is different responsible and irresponsible opinion.
Critical thinkers have standards for judging which opinions that require responsible support and those that do not.
Public opinion polls can be used to determine public sentiment on social and political issues as well as to manipulate public sentiment.

THINKING FOR YOUR SELF 5

Assumptions: what’s taken for granted?


Assumption is thinking we accept as being true.
Assumptions can be unconscious and unwarranted, and these assumptions sometimes make wrong reasoning.
Conscious and warranted assumptions make useful tools for solving problem
Assumption and Inference are deeply intertwined, our assumptions come from our belief our inference comes form our assumptions this basics of how human nature comes up with logical reasoning.

THINKING FOR YOUR SELF 4

Inferences: what follows

Writing for responsible report or descriptive writing tell the facts and this task the time to find the words to describe inference.
Inference is a way of gathering information, due to other things that may give to the ultimate finding.
It is important to remember that inference is not factual. Just because one may infer something is going to happen, it may not happen at all, the exact opposite might happen.

THINKING FOR YOUR SELF 3

Fact: what’s real?


One characteristic of fact is that they can be objectively verified

Fact is our interpretations of what is real and true and something that people agree corresponds to reality.

As it is not easy to determine if facts agree with reality, we can confirm though time.

Reality is another term that we all use every day, yet few of us can define.

The standards could confirm that facts are reality. Facts experience much times and repeat.

THINKING FOR YOUR SELF 2

Word precision: how do I describe it?

Writing challenges you to stretch your abilities to use the words you know and to fine new ones.

The advantage of having a precise vocabulary to describe your experience is that it enables you to learn and experience even more

When we learn a new word, the definition shows us what boundaries separate it from every other word.

Definitions set boundaries for word ideas and show us their specific and general characteristics and how they are related to or distinguished from one another.

Testing of our understanding of a word is particularly important for words representing key ideas that we wish to explain or defend

THINKING FOR YOUR SELF 1

Observation skills: what’s out there?

What we first see from a glance can be quite different from what we discover when we actually see.

We look for what is familiar, and if we can’t find the familiar, we can even distort the unfamiliar to make it seem familiar

Observation is a process of sensing, perceiving, and thinking

Sensing occurs through sense organs such as the eyes and skin

The word perceiving is often used loosely as a synonym for sensing.

Thinking is explained in terms of what people do with their perceptions

Our experiencing can teach us that we have a far greater capacity to discover than we knew.

CRCB CHAPTER7

What is Inference

Inference is the process of making assumptions and drawing conclusions about information.

Inference strategies

1. understand an author’s purpose

An author’s purpose is an author’s reason for writing.
Successful readers understand that an author has a reason for writing
To understand an author’s purpose in writing about a topic, ask your self , ”what is the author’s reason for writing?”

2. Note comparisons and implied similarities

Author’s sometimes use comparisons to illustrate their points
for example , the author of a history text might use a familiat situation, that of parent and child, to illustrate and explain an unfamiliar situation, the relation ship between Britain and the colonies before the American revolution.

3. Understand an author’s use of tone

The tone authors use to discuss their subject matter can reveal their attitudes toward it
You can assess their tone by examining their choice of words, and taking the time to picture the images they create with their figurative language.
Identifying an author’s tone, recognizing his or her purpose for writing, and noting the use of comparisons and implied similarities can help you piece together an author’s main idea, particularly if it is implied.

4. Detect an author’s bias

To detect an author’s bias, you must first picture the person with whom you are having a text book conversation.
As you read, remember the human aspect of the author; writers are people with biases or prejudices, just like you.
It is important to be able to detect bias so you can make an informed decision about whether to accept or challenge what an author says.

5. recognize information gaps

When writers leap from one idea to the next, they assume that you have a certain amount of back ground knowledge and can fill in the gaps that are left on the Page 1

Tips for recognizing information gaps

1. In order to decide whether information is missing, read the entire textbook section and consider all the information presented.

2. Note the author’s use of key words and phrases which represent the topic, or main ideas, of what you are reading.

3. Look for information gaps or leaps from one idea to the next following the use of key words. Pause the mentally fill in any information gaps.

knowing how much to infer

Recognize an author’s perspective

When you read, attend carefully to what an author is saying and try to see things from his or her perspective

Use the text to support your conclusion

Implied main ideas

Implied main ideas are the main points of paragraph, section, or chapter that are not stated explicitly



Strategies to infer

1. Read carefully

2. Identify the topic of the reading material

3. Ask yourself what important point the author makes about the topic

4. Combine the topic with the new information you have learned.

CRCB CHAPTER6

Finding supporting details

What are supporting details?

Detail= facts, examples and other specific information

Two types of details

1. Major supporting details
2. Minor supporting details

Major supporting details

Major supporting details provide support for the main idea of a reading

Minor supporting details

Minor supporting details are intended to clarify and enhance the major supporting details and are not usually considered as important.

Two strategies

1. Note which ones help you better understand the main idea or
its supporting ideas.

2. Note those that are emphasized in lectures or classroom discussion

Why it is important to prioritize details

It is important to prioritize details because major ones are crucial to understanding a reading assignment, while minor ones, though interesting, are less helpful and take up valuable space in your memory.


Looking for the big picture in longer readings

When studying longer reading passages, especially entire textbook chapers, it’s important to keep in mind the big picture in order to accurately prioritize the supporting details.
When you read textbook chapters, indeed of looking for one topic with one main idea, supported by several major and minor details, you should look at the bigger picture of one topic with a number of main points, each supported by a variety of major and minor supporting ideas.

CRCB CHAPTER5

What are topic, main ideas, and details

Topic= it is a word or short phrase that summarizes the general ideas presented on a page or in a chapter, book, or journal article
Identifying the topic of a reading helps you identify the main idea.
A key to recognizing topic is being able to distinguish between which ideas are and which ideas are more specific

Main idea: it is the major point the author makes about the topic
It serves as the controlling idea under which other ideas stack as support. Theses pieces, or supporting ideas, are called details

Previewing.

Previewing is a strategy that helps you mentally prepare for reading new material and involves reading the title of an assignment, the introduction, any headings, and, if there is one , the summary

Stated main idea

The main idea of a reading is the controlling point that an author makes about a topic Strategies for recognizing main ideas

You can use several strategies to detect the main idea of the material you are reading.

Strategies for recognizing main ideas

Strategy 1: question yourself

the first step toward understanding an author’s main point is to have in mind the question ”what is this all about” before you start reading.
Using this questioning strategy will enable you to locate the main idea of a paragraph, journal article, or whole textbook chapter.




Strategy2: look in the usual spots

Authors want to make their ideas clear. To achieve this goal, they usually put their main ideas.
The main idea of a paragraph is usually placed at the beginning or at the end.
It is also common for textbook authors to restate the main idea in their conclusion, and again in the chapter summary




Strategy3: notice word clues

To ensure that you are following their thoughts, authors frequently use word clues, words and phrases that signal what is most important in the material you are reading.
Emphasis word clues are used to get your attention and indicate which ideas are especially important to remember
Authors also use support word clues to let you know when they are presenting details that support their main idea or argument. Contrast word clues tell you that an author has stopped discussing one point and is moving on to discuss its opposite

Strategy 4: categorize an author’s points

Categorization helps you decide which are main ideas and which are details

CRCB CHAPTER4

Managing your reading time.

How you manage your reading time is more important than learning how to read rapidly
If you make speed your priority, you may finish more quickly but understandless.

Becoming a more efficient reader

Knowing reading averages.

Tracking your reading rates.

For two weeks record how many pages of reading you complete per hour for each of your subjects. Then analyze your numbers and if necessary, adjust your reading behavior.
After two weeks of record keeping, begin setting reading goals for your self.

Speed- reading


Speed-reading consists of visually grouping words together, reading them in chunks instead of separately.
Students in speed reading classes learn to do this by practicing eye exercises that allow them to read word groups very quickly.

Critical reading.

The goal of critical reading is to slow down, take time to digest an author’s point, relate the newly learned information to previous knowledge on the subject, and think about what you are reading.




Reading quickly

Reading groups of words can be a useful strategy
Pacing yourself with your hand as you read is okay

Skimming

Reading only some of the words on a page is called skimming.
Skimming is helpful when you are doing research and want to know it abook or article is going to be useful to your studies.
By skimming, you can get information of a book

Rereading or regressing

When you do not understand a point an author is making, regressing, or rereading the paragraphs preceding the one you are having trouble with, will give you another chance to piece together what is being said.

Sub vocalizing

Sub vocalizing, or reading aloud, is helpful because you use both your eyes and your voice to read.
This combination of learning styles improves your understanding of the material and helps you remember it better.

Pacing

Pacing your reading by using your fingertips to follow ch word, or group of words, can improve your reading speed because you become more physically involved in the process, which heightens your ability to concentrate.

Developing a daily reading plan

A daily reading plan is a prioritized list of reading tasks for all your classes on any given day.

You have a much better chance of meeting your reading goals when the direction on your daily reading plan are clear.


Tips for developing a daily reading plan

1. keep a record of your pages per hour reading rate for each of your classes.

2. when reading for more than one class in a single study session, complete the reading for your most difficult or least favorite class first.


3. plan your reading time for when you are most alert.

4. each day, schedule the reading tasks for every class you have attended into your daily reading plan

CRCB CHAPTER3

What is memory?

Memory is the processes of storing information, and as in any process, successive step or stages are essential for it to work.


Sensory memory

Sensory memory is the first stage in the memory process
New information enters your brain via your senses of taste, smell, sight, touch, and hearing, but your sensory memory retains this information only for a fraction of a second.

1. Pay attention while reading
2. Use all your senses

Six strategies for improving sensory memory

1. Read your text aloud.
2. Draw picture of the information you are learning.
3. Act out a chapter in front of a mirror or an audience.
4. Visualize the information in your head.
5. Touch the textbook pages and use your fingers to point to new words.
6. Read while riding an exercise bike.

Short term or working memory

Short term memory is the second stage in the memory process.
Like sensory memory, it is temporary and limited in its capacity.
When learning textbook material, you need to consciously apply strategies at each stage of the memory process to ensure that what you read will become part of your long term memory.
The important thing to remember about short-term memory is that you must do something, use a memory strategy, to remain information.



Chunking

Chunking works by condensing the amount of information you have to learn.


Long term memory

Long term memory is the third and final stage in the memory proxess.
Strategies for remembering information long-term

Strategies for remembering information long-term

1. Organize newly learned information.

Even if you pay attention to what you are studying long enough for it to
Stay in your sensory memory, and understand it well enough to transfer
it to stay in your sensory memory, and understand it well enough to
transfer it into your short term memory, you won’t be able to find it
later unless you connect it to information already in your long-term
memory.

2. Master technical vocabulary

To remember something, you have to make sense of it first.

3. create a memory matrix

A matrix is an excellent way to learn and remember large information.
Creating and completing a memory matrix requires you to understand the material you are working on, actively think about what it means, and organize the information in a useful format.

4. connect new information to information you already know

The more you can relate new information to what you have already
learned, the better you will understand and remember it.
By connecting new information to old you make both more meaningful

*Strategies for connecting information*

The importance of purposely relating new information to what you already know cannot be overemphasized.

Strategy1: comparison.

Not the similarities between what you are studing and information you
already know.

Strategy2: addition

Add new information to more familiar information

Strategy3: exemplification

Provide concrete, familiar information


5. Go beyond textbook information

You can make stronger connections between newly learned information and prior knowledge by doing additional research on a new topic.

6. review

One of the most effective ways to embed new information into your long-term memory is to read and review it aloud.
Verbalizing and reading loud help you attend to the new information better, because you are using more of your senses and background lock out external distracters.



7. teach it

Another review technique that works well is to lecture aloud on the material you ate studying. Explaining something is an excellent way to find out how well you know and understand it.

Strategies for recalling information

1. mnemonics

Mnemonics are tricks you can use to help you recall information after you have understood and learned it

2. key words

Key words represent the topic or main ideas of the material you reading. Instead of trying to remember an entire chapter word-for-word, you can use them as memory cues by attaching related information to them.

3. acronyms

Acronyms are words created by using the first letters of each word or phrase that you intend to remember.
HOMES=Huron, Ontario, Michigan, Erie, and Superior.

4. acrostics

Acrostics are created by using the first letter of each item you need to remember to make a phrase or sentence.
Kingdom, phylum ,class, order, family, genus, and specises
=KPCOFGS

CRCB CHAPTER2

Developing your college vocabulary

Under standing new vocabulary

Type of context clues

1 Definition: brief explanations of what a word means.

Ex: a homestead is the home and adjoining land occupied by a family

2 Example: items of information that illustrate what a word means.

Ex: in other words, a witness can lose all credibility after being caught in a lie.

3 Punctuation: used to set a word off from the rest of a sentence

Ex: a mala, Buddhist prayer beads, are used for meditating
Many people in the united states refer to them as power beads.

4 personal experience, opinion and knowledge: authors often provide their readers with personal or additional information to enhance the point they are making and help define difficult works and concepts.

Ex: I never met a more apathetic group of revolutionaries; they were completely indifferent and unresponsive to the suffering of those for whom they fought


Word part analysis

1.Root: It is as fundamental to a word’s meaning as a root is to a plant
Understanding the root of a word is key to understanding the word

2.Prefixes: Attaching a prefix to the front of a word changes its meaning
Different prefixes will change the meaning in different ways, as
demonstrated when the prefixes a, bi, homo and hetero are
attached to the word sexual.

1]sexsual: intimate: having or involving sex

2]asxual: not intimate; not having or involving sex.

3]bisexual: intimate with both (two) sexes.

4]homosexual: intimate with the same sex.

5]heterosexual: intimate with the opposite different) sex


3.Suffixes

Suffixes are word parts that are added to the end of a word. They consist of one or more letters and usually don’t change the meaning of a word as much as prefixes do, although they can change a word to the present, past, or future tense.
Ex] play, played, be playing
Suffixes can also change the way a word can be used
Ex] manage+able= manageable


4.Specialized vocabulary

Every subject you study requires you to learn a lot of specialized vocabulary.
Most of the words you will need to know for a specific discipline will be presented during your introductory courses


Remembering New Vocabulary

1.Word map: A word map is a picture that illustrates the various steps you
should take in order to learn a new word.
The goal of creating and reviewing word maps is to be able to
recognize new words when you see them in print, and to use the
them when you speak and write.

2.The card review system: the card review system is a useful strategy for
Learning both general and specialized vocavulary





Denotation and Conotation

Denotation: the dictionary definition of a word.

Connotation: the dictionary definition plus any ideas suggested by, or
Associated with, that word.

It is important to recognize the distinction between a word’s denotation and
connotation. The key differences between denotation and connotation relate to content and emotional tone.
The denotation of a word is narrower in scope and often carries less emotional weight.
Connotation, on the other hand, provide a subtle additive to the meaning of words, giving them greater depth and emotional substance.

CRCB CHAPTER1

CHAPTER 1

READING IN COLLEGE.

READING: Reading is an active process that depends on both an author’s ability to convey meaning using words and your ability to create meaning from them.

READING STRETAGES.

1. Team up: share your thought with more one or two people.
This skill allows you to see how other students learn and think.

2. Take one minute: this technique requires you to think about what you have just
learned and quickly demonstrate that you understand it

3. learning journal: this technique help you analyze reading strategies and assess your
Learning . using a learning journal help you remember 80~90 percent og what
you read.



How learning journals work.

When you use a journal regulary, you will find that you benefit in other ways too.
The journal will make you aware of how you study, when you study, and where you study.
Change you make, based on this information, will improve your concentration which in turn, will help you better understand your text book material.

Using your learning journal.

1. using learning journal helps our concentration. Make a note divided.
2. you have to write the date and the title of the book.
3. use the journal prompts provided throughout this book to begin writing about what you have read and how you think about it


how a learning journal helps you develop concentration.

Before you begin work with your journal, assess your current knowledge of concentration by completing the following survey.
The result will tell how much you know about concentration as a reading strategy and what new information you should benefit from learning.



Concentration.

Concentration can be learned.
The Concentration techniques will help you develop positive study strategies, which will make you a more effective reader.

Learning styles

Identifying your preferred learning style makes it easier for you to concentrate.
Knowing your preferred learning style allows you to identify and strengthen the learning styles you find more challenging.

Discovering your concentration blocks.

There are two kind of distracters that distracts you when you are reading.
Internal and external.

Internal: come from inside you
External: come from your environment



Five techniques for improving your concentration.

1. using the checkmark monitoring system.
2. creating a study environment
3. creating a positive mental attitude
4. using your journal as a worry pad
5. writing a letter