This document contains notes and reminders from an English or critical thinking class. It includes the daily agenda, assignments that are due, topics to be covered in class like propaganda and fallacies, and exercises for students to complete in small groups. Grammar skills are reviewed, including different types of clauses, sentences, and methods for joining sentences. Critical thinking is also defined and its importance discussed. Students are provided tips for how to develop critical thinking skills and dispositions. Bloom's Taxonomy is explained as a way to understand different levels of thinking.

1. April 28th 60 A

2. DUE TODAY: READING: How Not To Be Bamboozled by Donna Woolfolk Cross REMINDER: Final Draft of Comparison/Contrast Paragraph is DUE TUESDAY!

3. Introduction to Thinking Critically and Arguing Well. Small/Large Group Discussion (Propaganda) Thinking Critically… What does this mean and how do we do it? Sentence Skills 1 The Writer’s World (Ch. 15-17) Today’s Agenda

4. How Not to be Bamboozled BY: Donna Woolfolk Cross

5. Group Challenge

8. Find as manyexamples as youcan of thesefallacies AND chargedlanguage (virtuewords) in the following clips: http://www.youtube.com/watch?v=I3izn6w3Mys Stay in your groups! Challenge

9. What does that mean? Becoming a Critical Thinker

10. GRAMMAR SKILLS SENTENCES I

12. REVIEW

13. *CLAUSES A clause is a group of words with a subject and a verb that functions as a part or all of a complete sentence.

15. A group of words with a subject and a verb that can stand alone and make sense. An independent clause expresses a complete thought and can be written as a separate, simple sentence.

16. Ex. She plays the bass guitar.

17. Ex. I play the drums.

18. *Dependent Clause

19. A group of words with a subject and verb that depends on a main clause to give it meaning. Cannot stand alone as a sentence.

20. Ex. Since Shannon came home.

23. The lake looks beautiful in the moonlight.

25. Different Types of Long Sentences

27. Can be joined by a conjunction OR by a semicolon.

28. He opened the drawer, and he found his missing disk.

30. When lilacs are in bloom, we love to visit friends in the country.

32. Albert enlisted in the Army, and Jason, who was his older brother, joined him a day later.

34. Use Questions and Exclamations!

37. The Compound Sentence If you intend to communicate two equally important and closely related ideas, you certainly will want to place them close together, probably in a compound sentence. -How can we join two, independent ideas?

38. Conjunction Review The FANBOYS

40. AND shows equal ideas: I am very tired, and I want to rest for a few minutes.

41. NOR indicates a negative choice or alternative: I am not tired, nor am I hungry right now.

42. BUT shows contrast: I am very tired, but I have no time to rest now.

43. OR indicates a choice or alternative: I will take a nap, or I will go out jogging.

44. YET indicates contrast: I am tired, yet I am unable to relax.

46. Joining Sentences with Semicolons We were late. We missed the first act. We were late; we missed the first act.

47. Joining Sentences with Conjunctive Adverbs We were late. We missed the first act. -We were late; therefore, we missed the first act. -More conjunctive adverbs:also, consequently, furthermore, hence, however, in fact, moreover, nevertheless, now, on the other hand, otherwise, soon, therefore, similarly, then, thus

49. 32 *Subordinating Conjunctions Show the relationship of a dependent clause to an independent clause Because the storm hit, the game was canceled. After the storm passed, the dogs began to bark. He did not volunteer to work on the holiday, although the pay was good. They refused to work unless they were allowed to wear chef’s hats. MORE: as, as if, even if, even though, if, in order that, rather than, so that, than, whenever, where, while, whether, wherever, whereas, provided that

51. Before Mike wrote his final draft, he looked over his outline.

52. If the dependent clause comes after or within the main clause, set in off only if the clause is not necessary to the meaning of the main clause or if the dependent clause begins with the word(s) although, though, or even though.

53. We went home after the concert had ended.

55. 36 *Punctuation of Complicated Compound or Compound-Complex Sentences If a compound or compound-complex sentence has one or more commas in the first clause, you may want to use a semicolon before the coordinating conjunction between the two clauses. Its purpose is to show the reader very clearly the division between the two independent clauses. Because the Fourth of July fireworks were especially loud, my dog ran away; but when the animal control officer made his morning rounds, he found my dog in another part of town.

56. QUESTIONS??

57. Critical ThinkingWhat is it? I am not a parrot! "Study without reflection is a waste of time; reflection without study is dangerous." -- Confucius

58. Benefits of thinking critically Students are able to raise vital questions and problems, as well as formulate and present them clearly—in school and at home. Students can gather and assess information and interpret it effectively Students can reach well-reasoned conclusions and solutions to problems while testing them against relevant criteria and standards Students can be open-minded Students can clearly communicate ideas, positions, and solutions to others (share the wealth )

59. Novice Vs. Expert Thinker… Expert thinkers Quickly identify relevant information Can formulate a solution with “sketchy” information Novice thinkers Consider all information equally important Develop hypothesis, test hypothesis Cannot focus on central issues

60. Attitude? Examples? What about in an argument? What types of ‘arguers’ are there? What are Critical Thinkers Like?

61. Dispositions of Critical Thinkers Engagement Looking for opportunities to use reasoning Anticipating situations that require reasoning Confident in reasoning ability Innovativeness Intellectually curious Wants to know the truth Cognitive maturity Aware that real problems are complex Open to other points of view Aware of biases and predispositions

62. What is intelligence? Universal standards.

63. Universal Intellectual Standards Clear: If a statement is unclear we cannot evaluate its fit with the other standards. Accurate: Accuracy = TRUTH. Is it true? Precise: Is there enough detail to completely understand the statement. Relevant: Is the information connected to the question at hand?

64. Universal Intellectual Standards Depth: Does the statement, fact, etc. address the complexity of the issue? Breadth: Are there other points of view or other ways to consider this question? Are you considering the key factors? Logic: Does it make sense? Can you make that conclusion based on the information and evidence?

66. why it happens, and further

67. what will happen if something changes. Critical thinking, therefore, requires a conscious level of processing, analysis, creation and evaluation of possible outcomes, and reflection.

68. If you’re a critical thinker, you think. ….No surprise…. You are willing to examine your beliefs, assumptions, and opinions and weigh them against facts. You are willing to evaluate the generalizations and stereotypes you have created and are open to change, if necessary.

69. Critical Thinking Takes Critical Listening

70. Critical thinkers listen carefully. If you’re a critical thinker, you listen carefully to what others are saying and are able to give feedback. You are able to suspend judgment until all the facts have been gathered and considered.

71. Critical thinkers look for evidence…. If you’re a critical thinker, you look for evidence to support your assumptions and beliefs. You examine problems closely and are able to reject information that is incorrect or irrelevant.

73. construct alternative interpretations

74. be willing to explore diverse perspectives

75. be willing to change personal assumptions when presented with valid information

78. Divergent thinking

79. Forming logical inferences

80. Limitless thinking

82. Analyzing

83. Synthesizing

84. Forming opinions

85. Assessing

86. Rating

87. Making inferences

88. Drawing conclusions

89. CritiquingIN ACCORDANCE WITH . . .

90. BLOOM’S TAXONOMY– A HIERARCHICAL CLASSIFICATION OF THE LEVELS OF THINKING EVALUATION—critiquing,rating, grading, assaying, assessing, inferring, drawing conclusions, forming opinions SYNTHESIS—redesigning, recreating, putting back together in adifferent way ANALYSIS—examining, taking apart, breaking down APPLICATION—usingknowledge & comprehension; solvingproblems COMPREHENSION—understanding, paraphrasing, interpreting COMPLEX SIMPLE KNOWLEDGE—naming, recognizing, identifying, recalling, reciting, etc.

91. Understanding Bloom’s Taxonomy . . . a hierarchyis a sequential organization . . . it progresses upward from simple to complex . . . each level builds upon the preceding level(s) . . . an appropriate concept map of Bloom’s Taxonomy is pyramidalin shape, beginning at the base with knowledge and progressing upward . . . at the highest levels there is no 1 “right” answer Ex.: What is your opinion of . . .? What conclusions can you draw from . . .? How would you rate the movie . . .?

92. Checkpoint Which level of Bloom’s Taxonomy are you thinking on when you . . . 1. Paraphrase information you just read in your history textbook? 2. Summarize a case study presented in clinical psychology ? 3. Write a movie review for English class? 4. Prepare a book review? 5. Recite the Gettysburg Address? 6. Work some problems in math? 7. Make a timeline for the historical period referred to as “The Stormy Sixties”? 8. Use a microscope to see what kinds of markings an onion skin has. 9. Identify a fellow student by name? 10. Translate a story from Polish to English?

93. CheckpointAnswers Comprehension. Paraphrasing is a simple rewording ofinformation. Rephrase the information for clarification or improved understanding. Synthesis. Summarizing requires weeding out of non-essential information then putting the remaining information together sequentially. Evaluation. Requires opinion. Reading and reacting to the “facts”presented. Evaluation. Calls for one’s personal response to ideas presented,style of presentation, etc. Knowledge. Rote memory requires little if any “thinking”. It is simply recall of sequential presentation of information. Application. Paraphrasing in graphic format—a step above comprehension. Synthesis. Requires weeding out and organizing in order to chronologically arrangeevents. Analysis. Examination—exactly what analysis is! Knowledge. Putting name and face together—low-level skill. Comprehension. Being able to translate indicates understanding(of language and material!)

94. Why Is Critical Thinking Important? It . . . . . . underlies reading, writing, listening and speaking—basic elements of communication . . . plays an important part in social change. . . institutions in any society—courts, governments, schools, businesses—are the products of critical thinking . . . plays a major role in technological advances . . . blazes a path to freedom from half-truths and deceptions

95. How Can One Become a Critical Thinker? By asking pertinent questions (of self as well as others); By assessing statements and arguments; By developing a sense of observation and curiosity; By becoming interested in finding new solutions; By developing a “thinker’s vocabulary”. By listening carefully to others, thinking about what they say, and giving feedback; By observing with an open mind; By making assertions based on sound logic and solid evidence; By sharing ideas with others; By becoming an open-minded listener and reader; By engaging in active reading and active listening!

96. And most importantly… By examining beliefs, assumptions, and opinions and weighing them against reality.

97. Who Uses Critical Thinking? Parents Nurses Doctors Athletic coaches Teachers/Professors Air Traffic Controllers Military Commanders Lawyers, Judges Supervisors Day Care Workers STUDENTS ! !

98. Thinking Critically in the Classroom Some Elements and Rules

99. The Elements of Critical Thinking All reasoning has a purpose. All reasoning is an attempt to figure something out, to settle some question, to solve some problem. All reasoning is based on assumptions. All reasoning is done from some point of view. All reasoning is based on data, information, and evidence. All reasoning is expressed through, and shaped by, concepts and ideas. All reasoning contains inferences by which we draw conclusions and give meaning to data. All reasoning leads somewhere, has implications and consequences. (5) http://criticalthinking.org/University/helps.html

101. Distinguish your purpose from related purposes.

102. Check periodically to be sure you are still on target.

103. Choose significant and realistic purposes. (5) http://criticalthinking.org/University/helps.html

105. Express the question in several ways to clarify its meaning and scope.

106. Break the question into sub questions.

107. Identify if the question has one right answer, is a matter of opinion, or requires reasoning from more than one point of view. (5) http://criticalthinking.org/University/helps.html

109. Consider how your assumptions are shaping your point of view. (5) http://criticalthinking.org/University/helps.html

111. Seek other points of view and identify their strengths as well as weaknesses.

112. Strive to be fair-minded in evaluating all points of view. (5) http://criticalthinking.org/University/helps.html

114. Search for information that opposes your position as well as information that supports it.

115. Make sure that all information used is clear, accurate, and relevant to the question at issue.

116. Make sure you have gathered sufficient information. (5) http://criticalthinking.org/University/helps.html

118. Consider alternative concepts or alternative definitions to concepts.

119. Make sure you are using concepts with care and precision. (5) http://criticalthinking.org/University/helps.html

121. Check inferences for their consistency with each other.

122. Identify assumptions which lead you to your inferences. (5) http://criticalthinking.org/University/helps.html

124. Search for negative as well as positive implications.

125. Consider all possible consequences. (5) http://criticalthinking.org/University/helps.html

126. Classroom Rules for Critical Thinkers ***Because you are not God, it is inevitable some of the beliefs and viewpoints you firmly hold are completely wrong. You must understand the viewpoints of those who disagree with you before you are fully able to understand your own viewpoints. Until you can summarize another viewpoint so well those who hold it agree with your summary, you do not understand that viewpoint.

127. Classroom Rules for Critical Thinkers You should always assume those who disagree with your viewpoint are as intelligent and as noble-minded as you are. You must be willing to seriously consider alternative viewpoints and to change your mind in order to be a critical thinker. A retreat into relativism is a retreat away from critical thinking. Not all viewpoints are equally valid. (2)

129. It often requires us to think “outside the box”

130. Many occupations/careers require critical thinking

131. The things we enjoy in everyday society are the result of critical thinking

133. Everyone thinks… Everyone thinks.It is in our nature to do so.But so much of our thinking, left to itself, is biased, distorted, partial, uninformed, or downright prejudiced.Yet the quality of our life and that of what we produce depends on the quality of our thought. -Richard Paul

134. The world needs critical thinkers – not parrots! I am not a parrot!

135. Writing with Argument FINAL ASSIGNMENT

136. Intro to Argument What is the goal of argument? (get reader to accept an idea, adopt a solution, change their opinions, or take action)

137. Writing Argument

139. How much do you need to include?

140. Why does this matter?1.) Background:

142. State your argument precisely; avoid vague generalized statements

143. VAGUE: They should do something about all this trash on campus.

144. Improved: The maintenance department should clean the campus by removing litter and installing more trash cans.

145. General Subject vs Narrow Subject2) Be Precise:

147. These sick child molesters should be put on the spot.

148. People convicted of multiple sexual assaults against children should be given the maximum sentence the law allows.

151. What is an authoritative source?5.) Support

153. Events/Happenings are facts.

154. Examples

155. Number and relevancy

156. Statistics

157. Evidence from, and opinions of, authorities.

158. Who are authorities? Where can you find their stuff?Types of Evidence:

159. Commonly Used Organizational Pattern: Introduction background/Proposition Refutation b.) What does the other side say, and why is it inadequate Evidence a. Several paragraphs of evidence- show why your solution is valid. Empathetic Restatement of Proposition (conclusion) b. The clinching statement, often with generalization based on evidence.

161. Distinguishing between opinions and facts How? What role should your beliefs/prejudices play in the essay? Criteria for weighing evidence Stuff to Remember:

162. Bring a shitty first draft of your argument for peer review. Read: Selection, Slanting and Charged Language by Birk and Birk Journal 6 (final journal)  For Next Time F2F