Chapter 10 Critical Thinking and Reading第10章批判性思维与阅读
Is the Author Biased?
Pay attention to emotional language.
Notice descriptive language. How does the
author make you feel? Look for opposing viewpoints. If there are none, it is biased.
Inference: Agnes is upset and on the verge of tears.
How to Make Inferences
Understand the literal meaning first.
Ask yourself a question, such as “What is
ANALYZING ARGUMENTS
An argument takes one position on an issue
and provides reasons and evidence that the claim is sound or believable.
– All handguns should be legal. – No handguns should be legal. – Some handguns should be legal for certain individuals.
Making Inferences
“As Agatha studied Agnes, she noticed that her eyes appeared misty, her lips trembled slightly, and a twisted handkerchief lay in her lap.”
Questions to Ask about Arguments
What is the issue?
What is the claim? What types of evidence are used?
Is theLeabharlann evidence convincing?
Is there sufficient evidence?
Chapter 10: Critical Thinking and Reading
College Reading and Study Skills, Ninth Edition by Kathleen T. McWhorter
© 2004 Pearson Education, Inc., publishing as Longman Publishers
What Is the Author’s Purpose?
Consider the source and intended purpose.
Is it biased? Consider the point of view or perspective from which an article or essay is written. Decide whether the writer tries to prove anything about the subject.
Take a Reading Road Trip!
Take a trip to the AMERICAN SOUTHWEST and visit the Critical Thinking module on your CD-ROM.
© 2004 Pearson Education, Inc., publishing as Longman Publishers
Types of Evidence
Facts
Personal Experience Examples
Determine if the evidence
Statistics Appeal to Authority
is relevant and sufficient.
Comparisons and Analogies Cause-Effect Relationships
thinking about and reacting to what you read—helps you remember more of what you read and will prepare you to write about and discuss the ideas.
MAKING INFERENCES
What Is the Tone?
It reveals feelings, attitudes, or viewpoints
not directly stated by the author. The author uses word choice, sentence patterns, and length to establish tone. Bias can be revealed by his or her tone.
Asking Questions: The Key to Critical Thinking
What is the source of the material?
What are the author’s qualifications? Is the material fact or opinion? What is the author’s purpose? Is the author biased? What is the tone?
An inference is a reasoned guess about what
you don’t know based on what you do know. Authors do not always directly state what they mean. Instead, they may only hint at or suggest an idea.
the author trying to suggest?” Use clues provided by the writer’s choice of words. Consider the author’s purpose. Look back at the facts to verify your inference.
Fact or Opinion?
Facts – The costs of medical care increase every year. – More than one million teenagers become pregnant every year.
Opinions – Government regulation of our private lives should be halted immediately! – By the year 2025, most Americans will not be able to afford routine health care.
What other types of evidence could have
been used to strengthen the argument?
Summary Questions
How can you learn to make better
inferences? How can you become a critical reader? What is the key to analyzing arguments? What are the common types of evidence used in arguments?
Objectives:
This chapter will show you how to improve
your critical reading skills by reacting to and analyzing what you read. You will learn to make inferences, ask critical questions, and analyze arguments. LEARNING PRINCIPLE: Elaborating—or
现代大学英语精读5Book复件Lesson10BeforeandA
Preparation for critical thinking
03
Lesson 10 Content Analysis
Article structure
Summary: This lesson presents an article that compares the differences between "Before" and "After" scenarios, typically in terms of a transformation or progress.
Simple Sentences
Sentences that consist of a subject and predicate, expressing a complete thought. They are typically used to provide basic information or make declarations.
Organization: The article is typically divided into three main parts: the introduction, the body, and the conclusion. The introduction provides background information and a brief overview of the topic. The body presents theBeforeandAftercomparisons in detail, typically in separate paragraphs or sections. The conclusion summarizes the main points and highlights the significance of the comparison.
《全球市场营销管理(全英)》-课程教学大纲
《全球市场营销管理》课程教学大纲一、课程基本信息课程代码：16108303课程名称：全球市场营销管理英文名称：Global Market Management课程类别：专业课学时：48学分：3适用对象：经济、管理类专业考核方式：考试先修课程：市场营销二、课程简介在国际化迅速发展的今天，具有全球性的思维并对国际市场与国内市场差异有所认识是必不可少的，全球营销管理已经成为近20年来营销和国际管理领域中发展最快的部分之一。
课程会分别从全球营销导论、全球营销环境、目标市场机会的分析和评价、全球营销战略、全球营销方案的设计与管理等方面对当前全球营销的理论和实践进行描述和总结。
本课程将以全英文授课。
同时，通过本门课的学习，希望培养学生在各种专业学习和科学研究活动中运用英语的能力。
我们可以使用英语进行学术研究，以提高交流能力，信息获取，整合和应用能力。
With the rapid development of internationalization today, it is indispensable to have aglobal mindset and understand the differences between the international market and the domestic market. Global marketing management has become one of the fastest-growing parts in marketing and international management in the past 20 years. The course will summarize the current global marketing theory and practice from the global marketing introduction, global marketing environment, target market opportunity analysis and evaluation, global marketing strategy, and global marketing plan design and management.This course will be taught in English. At the same time, it is necessary to cultivate students' ability of applying English language in various professional learning and scientific research activities. We can use English to carry on academic research communication ability, information acquisition, integration and application ability.三、课程性质与教学目的本课程是一门全英课程，是专门针对金融学（“2+2”实验班）本科学生开设的一门专业必修课。
B U Read by critical thinking课文精讲
4. Why can the manager become a positive and successful leader?
5. What does the author advise us to do?
Detailed Reading Step 2
T
1. It could inhibit our development. （Line 4, Para 1） vt. hold someone or something back
3. Or does the thought cross your mind that you might become physically injured or harmed?（Line 4, Para 2）
Analysis
that you might become physically injured or harmed 是 thought 的同位语从句。名词从句往往放
Because making choices by
ourselves is better than having
T
choices made for us.
Before Reading
Read for the theme
Why do some people want to avoid taking a risk while some others think it is necessary to do so?
Before Reading
A Trick Question
Why should we continue to
make choices as long as we
T
live, even if sometimes we
Chapter 10 Critical Thinking and Reading第10章批判性思维与阅读
© 2004 Pearson Education, Inc., publishing as Longman Publishers
Making Inferences
“As Agatha studied Agnes, she noticed that her eyes appeared misty, her lips trembled slightly, and a twisted handkerchief lay in her lap.”
thinking about and reacting to what you read—helps you remember more of what you read and will prepare you to write about and discuss the ideas.
© 2004 Pearson Education, Inc., publishing as Longman Publishers
Ask yourself a question, such as “What is
the author trying to suggest?” Use clues provided by the writer’s choice of words. Consider the author’s purpose. Look back at the facts to verify your inference.
Chapter 10: Critical Thinking and Reading
College Reading and Study Skills, Ninth Edition by Kathleen T. McWhorter
English+reading+comprehension
Skills
Reading comprehension requirements a range of skills, including decoding skills (e.g., recognizing words and understanding sentence structure), vocabulary knowledge (e.g., understanding the meaning of words), comprehension skills (e.g., identifying main ideas, drawing preferences), and critical thinking skills (e.g., analyzing arguments, evaluating Evidence
04
Highlight important information or take notes to aid memory
Inference and Judgment Strategies and Techniques
01
Inference
Draw conclusions or make predictions based on the information
CHAPTER 01
Overview of English Reading Comprehension
The definition and importance of reading comprehension
Definition
Reading comprehension refers to the ability to understand and analyze written text, including the extraction of information, discussion, evaluation, and application of knowledge
大学英语泛读教程2(第三版)-电子教案Unit 10
Track 23
Stretching the Truth
To avoid pulling, tearing or otherwise injuring muscles, you should always warm up, right? Actually, there is little evidence to show that this is the case. While some of the world’s top athletes swear by a rigorous warm-up, others have cast real doubt on the practice by admitting that they don’t attach much importance to it at all. Several major studies have indicated that static stretches such as touching your toes yield no discernible benefit. In fact, some evidence suggests extending the limbs in this way for too long can actually impair performance on the track or in the gym.
U10-p.118
பைடு நூலகம்
Track 23
No Pain, No Gain
There is a common belief that the best kinds of workouts are the ones that leave you aching and sore. However, while an element of discomfort is natural during any kind of physical exertion, the idea that effective exercise has to hurt is just wrong. Working out should be challenging, not painful, and serious pain in any part of the body is usually a sign that all is not well in the area concerned. Once you figure out and stick to your body’s limits – maybe pushing a little past them, but not overdoing it – you’ll get a lot more out of your workout.
Reading+B++Critical+Thinking 高中英语上外版(2020)必修第三册
Lemon tea
health debate
What health debates do you know in your daily life?
Q1: Which paragraph looks different? Q2:why are they in italics/ in BOLD type? Q3: How are the paragraphs organized?
than manual ones.”
“Ricardo Vidal
recommends proper time of brushing one’s
teeth.”
There exists some scientific evidence that eliminating cooked
food from the diet is beneficial. However,
A raw food diet ?
A cooked food diet?
Winner: Neither. A combined diet is the most recommended.
Evidence:
Assignments
1. Work in groups, use Reading B as the model and finish writing the health debates.
大学英语之泛读教程第二册泛读unit 10
Advantages of nuclear energy
economic benefit: much more energy from a small piece of fuel in a much shorter amount of time
environmental benefit: less emission to the environment than with fossil fuels (oil, gas and coal).
In Europe, nuclear energy has also begun to be looked on more favorably.
Text 1: Discussion
What are the advantages and disadvantages of nuclear energy?
大学思辨英语教材答案
大学思辨英语教材答案Unit 1: Critical Thinking and ArgumentationSection 1: Introduction to Critical ThinkingCritical thinking is a crucial skill that every university student should possess. It involves analyzing and evaluating information, ideas, and arguments in a systematic and logical manner. In this section, we will explore the basics of critical thinking and how it can be applied in various contexts.Section 2: Critical Reading and WritingIn this section, we will delve into the importance of critical reading and writing skills. We will learn how to identify and analyze arguments in texts, as well as how to effectively present our own arguments through writing. Through practice exercises and examples, students will enhance their ability to critically engage with texts and express their thoughts clearly.Section 3: Logical ReasoningLogical reasoning is an essential component of critical thinking. It involves identifying and evaluating the structure of arguments, detecting fallacies, and drawing valid conclusions. In this section, we will explore different types of logical reasoning, such as deductive and inductive reasoning, and how to apply them in real-life situations.Section 4: Analyzing and Evaluating ArgumentsBeing able to analyze and evaluate arguments is a fundamental aspect of critical thinking. In this section, students will learn how to identify the mainclaims, supporting evidence, and underlying assumptions in arguments. They will also develop skills in assessing the credibility and relevance of sources, as well as identifying bias and logical flaws.Unit 2: Persuasive CommunicationSection 1: Introduction to PersuasionEffective persuasion involves the skillful use of language and rhetorical techniques to influence others' opinions or actions. In this section, students will learn about the principles of persuasive communication, such as ethos, pathos, and logos, and how to construct persuasive arguments.Section 2: Understanding AudienceTo effectively persuade others, it is important to understand the needs, values, and beliefs of the target audience. In this section, students will learn how to analyze their audience and tailor their arguments and language accordingly. They will also develop strategies for addressing counterarguments and objections.Section 3: Oral PersuasionOral persuasion plays a significant role in various contexts, such as public speaking and debates. In this section, students will learn how to deliver persuasive speeches, structure arguments effectively, and use rhetorical devices to engage and convince their audience. They will also develop critical listening skills to evaluate and respond to others' persuasive presentations.Section 4: Written PersuasionWritten persuasion is another important aspect of persuasive communication. In this section, students will learn how to craft persuasive essays and opinion pieces. They will explore different organizational patterns and persuasive techniques, such as using evidence and examples, to support their claims. Additionally, students will develop skills in editing and revising their written work for clarity and coherence.Unit 3: Critical Thinking in Everyday LifeSection 1: Critical Thinking in Decision MakingCritical thinking is essential in making informed decisions in our daily lives. In this section, students will learn how to apply critical thinking skills to various decision-making scenarios, such as choosing a major, evaluating job offers, or making ethical choices. They will explore different decision-making models and strategies to enhance their critical thinking ability.Section 2: Media LiteracyIn the era of information overload, media literacy is crucial for effectively navigating and evaluating media messages. In this section, students will learn how to critically assess media content, identify bias and propaganda techniques, and differentiate between reliable and unreliable sources. They will also explore the ethical implications of media consumption and production.Section 3: Problem SolvingCritical thinking is closely linked to problem-solving skills. In this section, students will learn different problem-solving techniques, such as brainstorming, analyzing alternatives, and evaluating potential solutions.They will also develop skills in collaborative problem-solving and decision-making, recognizing the importance of diverse perspectives.Section 4: Ethical ReasoningEthical reasoning requires critical thinking skills to evaluate moral issues and make ethical decisions. In this section, students will explore ethical theories and frameworks, such as utilitarianism and deontology, and apply them to real-life ethical dilemmas. They will develop their ability to critically analyze the consequences and ethical implications of different actions.ConclusionThe university-level critical thinking and argumentation course provides students with the necessary skills to think critically, analyze arguments, and effectively communicate their ideas. By mastering these skills, students will be equipped to succeed not only academically but also in their personal and professional lives.。
critical reading %26 thinking
Critical Reading and Thinking Note: These remarks are primarily directed at non-fictional texts.What Is Critical Reading?Facts v. InterpretationTo non -critical readers, texts provide facts. Readers gain knowledge by memorizing the statements within a text.To the critical reader, any single text provides but one portrayal of the facts. Critical readers thus recognize not only what a text says, but also how that text portrays the subject matter. They recognize the various ways in which each and every text is the unique creation of a unique author.A non-critical reader might read a history book to learn the facts of the situation or to discover an accepted interpretation of those events. A critical reader might read the same work to appreciate how a particular perspective on the events and a particular selection of facts can lead to particular understanding.What a Text Says, Does, and Means: Reaching for an InterpretationNon-critical reading is satisfied with recognizing what a text says and restating the key remarks.Critical reading goes two steps further. Having recognized what a text says , it reflects on what the text does by making such remarks. Is it offering examples? Arguing? Appealing for sympathy? Making a contrast to clarify a point? Finally, critical readers then infer what the text, as a whole, means, based on the earlier analysis.These three steps or modes of analysis are reflected in three types of reading and discussion:∙What a text says ? --restatement∙What a text does? --description∙What a text means? --interpretation .You can distinguish each mode of analysis by the subject matter of the discussion:∙What a text says ?restatement ?talks about the same topic as the original text∙What a text does ?description ?discusses aspects of the discussion itself∙What a text means ?interpretation ?analyzes the text and asserts a meaning for the text as a wholeGoals of Critical ReadingTextbooks on critical reading commonly ask students to accomplish certain goals:∙to recognize an author’s purpose?∙to understand tone and persuasive elements∙to recognize biasNotice that none of these goals actually refers to something on the page. Each requires inferences from evidence within the text:∙recognizing purpose involves inferring a basis for choices of content and language ∙recognizing tone and persuasive elements involves classifying the nature of language choices∙recognizing bias involves classifying the nature of patterns of choice of content and languageCritical reading is not simply close and careful reading. To read critically, one must actively recognize and analyze evidence upon the page.Analysis and Inference: The Tools of Critical ReadingThese parts are designed to take the mystery out of critical reading. They are designed to show you what to look for ( analysis ) and how to think about what you find ( inference ) .Analysis: what to look for? ---recognizing those aspects of a discussion that control the meaning.Inferences: how to think about what you find?--involves the processes of inference, the interpretation of data from within the text.Recall that critical reading assumes that each author offers a portrayal of the topic. Critical reading thus relies on an examination of those choices that any and all authors must make when framing a presentation: choices of content, language, and structure. Readers examine each of the three areas of choice, and consider their effect on the meaning.What is Critical Thinking?No one always acts purely objectively and rationally. We connive for selfish interests. We gossip, boast, exaggerate, and equivocate. It is "only human" to wish to validate our prior knowledge, to vindicate our prior decisions, or to sustain our earlier beliefs. In the process of satisfying our ego, however, we can often deny ourselves intellectual growth and opportunity. We may not always want to apply critical thinking skills, but we should have those skills available to be employed when needed.Critical thinking includes a complex combination of skills. Among the main characteristics are the following:RationalityWe are thinking critically when we∙rely on reason rather than emotion,∙require evidence, ignore no known evidence, and follow evidence where it leads, and ∙are concerned more with finding the best explanation than being right analyzing apparent confusion and asking questions.Self-awarenessWe are thinking critically when we∙weigh the influences of motives and bias, and∙recognize our own assumptions, prejudices, biases, or point of view.HonestyWe are thinking critically when we recognize emotional impulses, selfish motives, nefarious purposes, or other modes of self-deception.Open-mindednessWe are thinking critically when we∙evaluate all reasonable inferences∙consider a variety of possible viewpoints or perspectives,∙remain open to alternative interpretations∙accept a new explanation, model, or paradigm because it explains the evidence better, is simpler, or has fewer inconsistencies or covers more data∙accept new priorities in response to a reevaluation of the evidence or reassessment of our real interests, and∙do not reject unpopular views out of hand.DisciplineWe are thinking critically when we∙are precise, meticulous, comprehensive, and exhaustive∙resist manipulation and irrational appeals, and∙avoid snap judgments.JudgmentWe are thinking critically when we∙recognize the relevance and/or merit of alternative assumptions and perspectives ∙recognize the extent and weight of evidenceIn sum,∙Critical thinkers are by nature skeptical. They approach texts with the same skepticism and suspicion as they approach spoken remarks.∙Critical thinkers are active, not passive. They ask questions and analyze. They consciously apply tactics and strategies to uncover meaning or assure theirunderstanding. Critical thinkers do not take an egotistical view of the world. They are open to new ideas and perspectives. They are willing to challenge their beliefs andinvestigate competing evidence.Critical thinking enables us to recognize a wide range of subjective analyses of otherwise objective data, and to evaluate how well each analysis might meet our needs. Facts may be facts, but how we interpret them may vary.By contrast, passive, non-critical thinkers take a simplistic view of the world.∙They see things in black and white, as either-or, rather than recognizing a variety of possible understanding.∙They see questions as yes or no with no subtleties.∙They fail to see linkages and complexities.∙They fail to recognize related elements.Non-critical thinkers take an egotistical view of the world∙They take their facts as the only relevant ones.∙They take their own perspective as the only sensible one.∙They take their goal as the only valid one.Critical Reading v. Critical ThinkingWe can distinguish between critical reading and critical thinking in the following way:∙Critical reading is a technique for discovering information and ideas within a text.∙Critical thinking is a technique for evaluating information and ideas, for deciding what to accept and believe.Critical reading refers to a careful, active, reflective, analytic reading. Critical thinking involves reflecting on the validity of what you have read in light of our prior knowledge and understanding of the world.For example, consider the following (somewhat humorous) sentence from a student essay:Parents are buying expensive cars for their kids to destroy them.As the terms are used here, critical reading is concerned with figuring out whether, within the context of the text as a whole, "them" refers to the parents, the kids, or the cars, and whether the text supports that practice. Critical thinking would come into play when deciding whether the chosen meaning was indeed true, and whether or not you, as the reader, should support that practice.By these definitions, critical reading would appear to come before critical thinking: Only once we have fully understood a text (critical reading) can we truly evaluate its assertions (critical thinking).The Two Together in HarmonyIn actual practice, critical reading and critical thinking work together. Critical thinking allows us to monitor our understanding as we read. If we sense that assertions are ridiculous or irresponsible (critical thinking), we examine the text more closely to test our understanding (critical reading). Conversely, critical thinking depends on critical reading. You can think critically about a text (critical thinking), after all, only if you have understood it (critical reading). We may choose to accept or reject a presentation, but we must know why. We have a responsibility to ourselves, as well as to others, to isolate the real issues of agreement or disagreement. Only then can we understand and respect other people’s views. To recognize and understand those views, we must read critically.The Usefulness of the DistinctionIf critical thinking and critical reading are so closely linked, why is this still a useful distinction?The usefulness of the distinction lies in its reminder that we must read each text on its own merits, not imposing our prior knowledge or views on it. While we must evaluate ideas as we read, we must not distort the meaning within a text. We must not allow ourselves to force a text to say what we would otherwise like it to say, or we will never learn anything new!Reading Critically: How Well Does the Text Do What It DoesWe can think of a writer as having taken on a job. No matter what the topic, certain tasks must be done:∙ a specific topic must be addressed∙terms must be clearly defined∙evidence must be presented∙common knowledge must be accounted for∙exceptions must be explained∙causes must be shown to precede effects and to be capable of the effect∙conclusions must be shown to follow logically from earlier arguments and evidenceAs critical readers and writers, we want to assure ourselves that these tasks have been completed in a complete, comprehensive, and consistent manner. Only once we have determined that a text is consistent and coherent, can we then begin to evaluate whether or not to accept the assertions and conclusions.Thinking Critically: Evaluating the EvidenceReading to see what a text says may suffice when the goal is to learn specific information or to understand someone else's ideas. But we usually read with other purposes. We need to solve problems, build roads, write legislation, or design an advertising campaign. We must evaluate what we have read and integrate that understanding with our prior understanding of the world. We must decide what to accept as true and useful. As readers, we want to accept as fact only that which is actually true. To evaluate a conclusion, we must evaluate the evidence upon which that conclusion is based. We do not want just any information; we want reliable information. To assess the validity of remarks within a text, we must go outside a text and bring to bear outside knowledge and standards.From /choicestoc.htm。