Thursday, June 28, 2007
Summary Critical Reading chapter 1-7
Chapter 1 : Reading in college
1. Reading is an active process base on an author’s ability to convey meaning through the written word and your ability to extract meaning from those words.
2. A learning journal is an active learning task. It helps you identify what you understand in a reading assignment and what is still unclear.
3. Concentration involves purposely focusing your attention on a task.
Chapter 2 : Developing your college vocabulary
1. Vocabulary building is one of most important reading strategies you can learn.
2. Increasing your vocabulary also increase your ability to speak and write well and your chances of getting the job.
3. An important way to remember new words is to use them in your everyday speech and writing. Writing in your Writing journal daily will help you a lot.
Chapter 3 : Remembering what you read
1. The 3 primary stages in the memory process are (1) sensory memory, (2)shorter-memory and (3) long-term memory
2. Memory is the process of storing and retrieving information. You should know the stages in the memory process, and purposely use strategies at each stage to ensure that newly learned information becomes permanently stored.
Chapter 4 : Manage your reading time
1. Understanding should be your main reading goal, not how fast you read.
2. Develop a general study schedule that show specifically when you plan to study for each class and for how long.
3. After using a study schedule and daily reading plan for 2-3 weeks you will become more efficient reader: reading quickly when appropriate, skimming, regressing or reading, sub vocalizing, pacing.
Chapter 5 : Locating state main ideas
1. The ability to locate an author’s main idea is a key to understand your reading.
2. The main idea is the more specific controlling idea of a piece of writing.
3. The topic is the most general idea and the details, which are the most specific, support and illustrate the main idea.
4. Questioning yourself, looking in the usual places, noticing clue words, and categorizing an author’s points are four strategies you can use to think systematically about what you read.
5. Some main ideas are stated directly in a reading and are easy to identify. Others are implied, and you must inter their meaning from the reading and then restate them in your own words.
Chapter 6 : Finding support detail
1. Supporting details are arms and legs of the main idea that help readers understand author’s ideas and arguments.
2. Supporting is usually presented as facts, opinions, examples, illustrations, explanations. If you are able to distinguish between major and minor supporting details in a reading passage, it means you understood what you read.
3. Being able to identify the main ideas and supporting details will help you evaluate what is most important and determine what you need to remember for tests.
Chapter 7 : Using inference to identify implied main ideas
1. You should not only to read and understand what is explicitly stated on the page, but also to detect ideas that are implied or indirectly stated.
2. In order to completely understand a reading assignment, you need to read the material and combine what is stated with additional information you generate using inference as a tool.
3. You also need to understand how an author’s purpose, tone, and use of key words and emotive language can be used as clues to his or her implied main idea.
1. Reading is an active process base on an author’s ability to convey meaning through the written word and your ability to extract meaning from those words.
2. A learning journal is an active learning task. It helps you identify what you understand in a reading assignment and what is still unclear.
3. Concentration involves purposely focusing your attention on a task.
Chapter 2 : Developing your college vocabulary
1. Vocabulary building is one of most important reading strategies you can learn.
2. Increasing your vocabulary also increase your ability to speak and write well and your chances of getting the job.
3. An important way to remember new words is to use them in your everyday speech and writing. Writing in your Writing journal daily will help you a lot.
Chapter 3 : Remembering what you read
1. The 3 primary stages in the memory process are (1) sensory memory, (2)shorter-memory and (3) long-term memory
2. Memory is the process of storing and retrieving information. You should know the stages in the memory process, and purposely use strategies at each stage to ensure that newly learned information becomes permanently stored.
Chapter 4 : Manage your reading time
1. Understanding should be your main reading goal, not how fast you read.
2. Develop a general study schedule that show specifically when you plan to study for each class and for how long.
3. After using a study schedule and daily reading plan for 2-3 weeks you will become more efficient reader: reading quickly when appropriate, skimming, regressing or reading, sub vocalizing, pacing.
Chapter 5 : Locating state main ideas
1. The ability to locate an author’s main idea is a key to understand your reading.
2. The main idea is the more specific controlling idea of a piece of writing.
3. The topic is the most general idea and the details, which are the most specific, support and illustrate the main idea.
4. Questioning yourself, looking in the usual places, noticing clue words, and categorizing an author’s points are four strategies you can use to think systematically about what you read.
5. Some main ideas are stated directly in a reading and are easy to identify. Others are implied, and you must inter their meaning from the reading and then restate them in your own words.
Chapter 6 : Finding support detail
1. Supporting details are arms and legs of the main idea that help readers understand author’s ideas and arguments.
2. Supporting is usually presented as facts, opinions, examples, illustrations, explanations. If you are able to distinguish between major and minor supporting details in a reading passage, it means you understood what you read.
3. Being able to identify the main ideas and supporting details will help you evaluate what is most important and determine what you need to remember for tests.
Chapter 7 : Using inference to identify implied main ideas
1. You should not only to read and understand what is explicitly stated on the page, but also to detect ideas that are implied or indirectly stated.
2. In order to completely understand a reading assignment, you need to read the material and combine what is stated with additional information you generate using inference as a tool.
3. You also need to understand how an author’s purpose, tone, and use of key words and emotive language can be used as clues to his or her implied main idea.
Summary TFY Chapter 1-7
Chapter one : Observation Skills
1. This chapter concerns about thinking skills. The thinking skill is depending on the ability to observe well, so it can help us develop our thinking skill, resolve the problem, and discover new knowledge.
2. Observation is a process of sensing, perceiving, and thinking. It shows us how to observe, and improve our observation better.
3. Thinking is an active process whereby people organize their perception of the world.
4. The observation need to take time, give attention, stay awake, suspend thinking in an attitude of listening.
5. The rewards of observation skills are self-understanding, creativity, rapture, power, and wonder.
Chapter two : Word Skills
1. This chapter concerns the process of translating observations into words. It helps us how to use dictionary, learn more about words, and how to use them.
2. Words can help us improve our thinking, writing, and reading.
3. Clear thinking depends on a clear understanding of the words we use.
4. Making a precise match between experience and words involves a complex mental operation that requires a lot of thinking. The more words we master, the more we see and better we can describe what we see.
5. Words enable us to communicate with others and ourselves. It helps us to see and perceive more.
6. Etymology and definitions can help us understand word’s meaning clearly, and also help us recognize its relationship to other words with the same root meanings.
7. Critical reading is an active thinking endeavor that must being with accurate comprehension under bias control.
Chapter three : Facts
1. This chapter concerns some of the complexities of the word “fact”. A fact is something known with certainly through experience, observation, or measurement. A fact can be objectively demonstrated and verified. A fact is something that people agree corresponds to reality.
2. We learn the difference between facts and fiction. What we call facts do not necessarily represent what is real and true
3. Feelings can be facts, and deceive as well as illuminate us
4. Facts are not absolutes but statement of probability.
5. We learn how to determine facts by verifiability, reliability, plausibility, and probability.
Chapter four : inferences
1. This chapter explains how inferences take place in our minds. The word “infer” mean to derive by reason, to conclude, to guess.
2. Understanding the words infer and inference. When we infer, we imagine, reason, guess, surmise, speculate, estimate, predict, and conclude.
3. Good writing distinguishes inferences from facts, description from interpretation.
4. Generalizations are inferences. A good scientist, like a good writer, knows how much evidence is needed to support a generalization.
5. Detective and consultants of all kinds are valued for their ability to examine facts and make the best inferences from them
6. Facts and inferences are linked together through generalizations.
7. The topic sentence of paragraph is a generalization that summarizes the main idea to be demonstrated in that paragraph. It is a kind of conclusion, which is repeated again in another form at the end of the paragraph.
8. The exercises help us build our skills in forming, stating, and assessing inferences, in formulating them into generalizations.
Chapter five : Assumptions
1. This chapter concerns another familiar word, assumptions, demonstrating some surprising complexities in the term.
2. The word assumption is something we take from granted or accept and idea without sufficient proof of its truth or certainly.
3. Assumptions can be forgotten inferences
4. Assumptions can be conscious or unconscious, warranted or unwarranted.
5. Hidden assumptions are unconscious assumption that influences a line of reasoning.
6. Good arguments are not based on assumptions.
7. Value assumptions are beliefs that we take for granted. We may assume that everyone shares these beliefs or that they contain universal eternal truths.
8. A value assumption can form the base of pyramid that supports many layers of hidden assumption, all of which provide support for one idea expressed at the top.
9. First we have to be alert enough to recognize incongruities, then we need to do the thinking needed to explain them.
Chapter six : Opinions
1. This chapter explores that familiar word opinion and examines the way it affects our ability to think critically.
2. Opinions can take from of judgments, advice, generalizations, or sentiments. Each type needs to be evaluated differently.
3. Opinions can de based either on reasons or solely on whim, felling, emotions, prejudice.
4. Distinguishing between responsibility and irresponsibility opinions based on evidence from statements based on feelings.
5. Public opinion polls can de used unfairly to determine public opinion as well as to manipulate it.People enjoy expressing and reading opinions.
6. Opinions should not be confused with facts.
7. Opinions as claims in arguments, and arguments begin with opinions.
8. In an essay, a statement of opinion can be the thesis or its principle claim.
Chapter seven : Evaluations
1. This is a chapter about one variety of opinion called evaluations. Evaluations can be openly stated or remain hidden and manipulative. They can be based on explicit or vague criteria, clear or vague feelings. Their effects are powerful. When we mistake them for facts or are influenced by them unawares, we get into trouble, so this chapter teaches us how to both recognize and detach from evaluations.
2. Evaluations are not facts. Factual reports keep that contain unexamined or faulty support. Critical thinkers can support their evaluations.
3. Our minds tent to evaluate situations before we have had time to look them over.
4. Expectations influence our perception as well as our evaluations.
5. Word connotation can be manipulative evaluations.
6. An expert is a person with a reputation for making skilled evaluations.
7. The best defense against propaganda is to stay conscious.
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