FINAL EXAMRDG 081

Quote:

Chapter 6: Relationships II2 common types of relationships:• Relationships that involve addition• Relationships that involve time

• Relationships that involve illustration • Relationships that involve comparison

and contrast• Relationships that involve cause and

effect

IllustrationIllustration Words: Words that

indicate that an author will provide one or more examples to develop and clarify a given idea.

For example

Including As an illustration

One

For instance

specifically To illustrate

once

Such as To be specific

Comparison• Comparison words signal

similarities. Authors use comparison transition to show that a second idea is like the first one in some way.

(just) as Likewise In a similar manner

(just) like In like manner In the same way

alike similar(ly) resemble

Contrast• Contrast words show that things

differ in one or more ways.

but instead still Even though

yet In contrast

As opposed to

differently

however On the other hand

In spite of Differs from

although On the contrary

despite unlike

nevertheless

conversely

Rather than while

Block Method: Topic Sentence:  

College is quite different from high school. BLOCK "A" College Courses Instructors Activities Transition (word or phrase): 

on the contrary BLOCK "B"  High School Courses Instructors Activities Concluding sentence: 

Even though it is more challenging, college is much more exciting.

 

Point By Point: Topic Sentence:  

College is quite different from high school. Courses College High School Instructors

◦ College ◦ High School

Activities College High School

Concluding sentence:  Even though it is more challenging, college is much more exciting.

Cause and EffectCause and effect words: signal

that the author is explaining the reason why something happened or the result of something happening.

therefore so result Because of

thus As a result effect reason

As a consequence

Results in cause explanation

consequently

Leads to If…then accordingly

Due to since affect

Cause and Effect Pattern

• Cause Cause Cause Cause

Effect Effect Effect Effect

Chapter 7 InferencesAn inference or conclusion is an

idea that is suggested by the facts or details in a passage or picture.

A valid inference is a logical conclusion based on evidence.

What are the emotions shown in this picture?

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InferenceInference

BackgroundKnowledge(schema)

BackgroundKnowledge(schema)

Making Connections

Making Connections

QuestioningQuestioning

PredictionsPredictions

Imagination/VisualizationImagination/Visualization

Analysis of Text: Interpretation/

Judgment

Analysis of Text: Interpretation/

Judgment

Drawing Conclusions

Drawing Conclusions

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All the processes work together. Each works in concert with the others to aid the reader in comprehending text.

The VALID Approach to InferencesStep 1: Verify and value the

facts.Step 2: Assess prior knowledge.Step 3: Learn from the text.Step 4: Investigate for bias.Step 5: Detect contradictions.

Chapter Eight: Purpose and Tone

There is an author—a person with thoughts, feelings, and opinions—behind everything you read.

Authors write from a personal point of view.

That point of view is reflected in

• the purpose of a piece of writing—to inform, to persuade, or to entertain—and

• its tone: the expression of attitude and feeling.

PurposeThe author’s reason for writing is called the purpose of a selection.

Three common purposes for writing:

To inform—to give information about a subject.

Example: “Eating food between two slices of bread—a sandwich—is a practice that has its origins in eighteenth-century England.”

To persuade—to convince the reader to agree with the author’s point of view on a subject.

Example: “There are good reasons why every sandwich should be made with whole-grain bread.”

To entertain—to amuse and delight; to appeal to the reader’s senses and imagination.

Example: “What I wanted was a midnight snack, but what I got was better—the biggest, most magical sandwich in the entire world.”

ToneTone is a reflection of a writer’s or

speaker’s attitude toward a subject of a poem, story, or other literary work. Tone may be communicated through words and details that express particular emotions and that evoke and emotional response from the reader.

For example, word choice or phrasing may seem to convey respect, anger, lightheartedness, or sarcasm.

Here are four different versions of a murder confession.

To appreciate the differences in tone that writers can use, read them aloud—in the tone of voice appropriate in each case.

“I just shot my husband five times in the chest with this .357 Magnum.”(Tone: matter-of-fact, objective.)

“How could I ever have killed him? I just can’t believe I did that!” (Tone: shocked, disbelieving.)

“Oh, my God. I’ve murdered my husband. How can I ever be forgiven for this dreadful deed?” (Tone: guilty, regretful.)

“That dirty rat. He’s had it coming for years. I’m glad I finally had the

nerve to do it.” (Tone: revengeful, self-satisfied.)

Objective words are impartial and factual.

They are also◦ Unbiased◦ Neutral◦ Formal

Subjective words are personal, opinionated, and emotional:

They are also◦ Biased◦ Emotional◦ Informal

What characterizes tone words?

Tone and Purpose in ReviewAuthors combine facts with emotional

appeals to sway readers to their point of view when their purpose is to persuade.

A writer whose purpose is to entertain sets out to amuse or interest the audience.

The main reason the author writes the passage is his or her primary purpose.

Verbal irony occurs when the author’s words state one thing but imply the opposite.

Situational irony occurs when the events of a situation differ from what is expected.

Chapter 9: Argument Point: What the Author is trying to say. Support: How the author proves his/her

point Good Argument: Provides a persuasive

and logical evidence to back it up. Relevant: It really applies to the point. Irrelevant: Information that applies to

the topic but not to the point. Adequate: Enough amount of support to

make the relevant statement reliable to be proved.

After you identify the point and support of an argument, you need to do two things:

1. Decide if the support is relevant.Does it really apply to the point?

2. Decide if the support is adequate.Is there enough support to prove the point?

Relevant and Adequate Support

Relevant Support

The point below is followed by six “facts,” only three of which are relevant support for the point. Can you find the three relevant statements of support?

Point: My dog Otis is not very bright.

1. He’s five years old and doesn’t respond to his name yet.

2. He cries when I leave for work every day.

3. He always gets excited when visitors arrive.

4. He often attacks the backyard hedge as if it’s a hostile animal.

5. He gets along very well with my neighbor’s cat.

6. I often have to put food in front of him because he can’t find it by himself.

Adequate SupportIn the argument below, three supporting items are given, followed by four possible points. The evidence adequately supports only one of the points. Choose the one point you think is adequately supported.

Support

• The first time I went to that beach, I got a bad case of sunburn.

• The second time I went to that beach, I couldn’t go in the water because of the pollution.

• The third time I went to that beach, I stepped on a starfish and had to go to the emergency room to have the spikes removed from my foot.

Which point is adequately supported by the evidence above?

A. That beach is unsafe and should be closed.

B. I’ve had a string of bad experiences at that beach.

C. Beaches are not safe places.

D. We’re never going to get this planet cleaned up.

Chapter ReviewIn this chapter, you learned the following:

• A good argument is made up of a point, or a conclusion, and logical evidence to back it up.

• To critically read an argument, you must recognize the point the author is making.

• To think through an argument, you need to decide if each piece of evidence is relevant.

• To think through an argument, you also need to decide if the author’s support is adequate.

• Textbook arguments generally have solid support, but recognizing the author’s point and looking for for relevant and adequate support will help you become a more involved and critical reader.

The final chapter in Part One—Chapter 10—will explain other aspects of being a critical reader: separating fact from opinion, detecting propaganda, and recognizing errors in reasoning.

Chapter 10: Critical Reading

FactA fact is information that can be proved true through objective evidence: physical proof or the spoken or written testimony of witnesses.

Here are some facts—they can be checked for accuracy and thus proved true:

Fact:The Quad Tower is the tallest building in this city.(A researcher could go out and, through inspection, confirm that the building is the tallest.)

Fact:Albert Einstein willed his violin to his grandson. (This statement can be checked in historical publications or with Einstein’s estate.)

Fact: On September 11, 2001, terrorists destroyed the New York World Trade Center, killing thousands.(This event was witnessed in person or on television by millions, and it’s in recordsworldwide.)

OpinionAn opinion is a belief, judgment, or conclusion that cannot be objectively proved true. As a result, it is open to question.

Here are some opinions:

Opinion: The Quad Tower is the ugliest building in the city.(There’s no way to prove this statement because two people can look at thesame building and come to different conclusions about its beauty. Ugly is a value word, a word we use to express a value judgment. Value or judgment words are signals that an opinion is being expressed.)

Opinion: Einstein should have willed his violin to a museum.(Who says? Not his grandson. This is an opinion.)

Opinion: The attack on the World Trade Center was the worst act of terrorismin the history of humankind.(Whether something is “worst” is always debatable. Worst is another value word.)

Six Common Propaganda Techniques

• Bandwagon• Testimonial• Transfer• Plain Folks• Name Calling• Glittering Generalities

Six Other Common Fallacies

Three Fallacies That Ignore the Issue• Circular Reasoning• Personal Attack• Straw Man

Three Fallacies that Oversimplify the Issue• False Cause• False Comparison• Either-Or

Chapter ReviewIn this chapter, you learned that critical readers evaluate an author’s support for a point and determine whether that support is solid or not. Critical reading includes the following three abilities:

•Separating fact from opinion. A fact is information that can be proved true through objective evidence. An opinion is a belief, judgment, or conclusion that cannot be proved objectively true. Much of what we read is a mixture of fact and opinion, and our job as readers is to arrive at at the best possible informed opinion. Textbooks and other effective writing provide informed opinion—opinion based upon factual information.

•Detecting propaganda. Advertisers, salespeople, and politicians often try to promote their points by appealing to our emotions rather than our powers of reason. To do so, they practice six common propaganda techniques: bandwagon, testimonial, transfer, plain folks, name calling, and glittering generalities.

•Recognizing errors in reasoning. Politicians and others are at times guilty of errors in reasoning—fallacies—hat take the place of the real support needed in an argument. Such fallacies include circular reasoning, personal attack, straw man, false cause, false comparison, and either-or.

http://wps.ablongman.com/long_henry_mrup_1/

http://wps.ablongman.com/long_henry_mrup_1/

The Yellow Wallpaper: Socratic 7http://

readingcomprehensiononline.com/uploads/yellowwallpaper.pdf

A Cup of Tea: Socratic 8http://www.asahi-net.or.jp/~

yz8h-td/misc/ACupOfTea.html

The Lottery: Socratic 9 http://

www.americanliterature.com/Jackson/SS/TheLottery.html

http://www.jeanloupbenet.com/lotteryworksheet.pdf

Pit and the Pendulum: Socratic 10

Pit and the Pendulum Quiz: Where is the setting of the story?   What is the Pit? What is the Pendulum?   What did the narrator think in the beginning of the story?   What was happening to him internally and externally?   What animal or creature was in the dungeon with him? What did it do?   How did the narrator escape from falling in the pit? What were the different ways the narrator could have died in the dungeon?   What was he most afraid of?   What is the characters conflict? Is it internal or external?   In "The Pit and the Pendulum," after his sentence of death the narrator says

he could not see anything. What happens to him? http://www.poestories.com/text.php?file=pit

The Pedestrian: Socratic 11http://

barrum.com/14/the-pedestrian-by-ray-bradbury-1951

http://www.argo217.k12.il.us/departs/english/blettiere/pedestrian_student.pdf

ARTICLE:Each student is required to have

read one of the article options for socratic seminar week 11

Chapter 6: Relationships Compare and Contrast Graphic Organizer for one of the

short stories. http://www.readwritethink.org/materials/venn/venn.pdf

Cause and Effect

http://www.educationoasis.com/curriculum/GO/GO_pdf/causeeffect_tchart.pdf

http://www.edhelper.com/teachers/Sequencing_graphic_organizers.htm

Chapter 7: Inference Worksheethttp://

www.englishcompanion.com/pdfDocs/inferencenotes.pdf

Chapter 8: Purpose and Tonedese.mo.gov/divimprove/.../

tone_and_mood_graphic_org_lesson_3.doc

Chapter 9: Argumenthttp://

mhsciencezone.com/ss/ca/eng/pdfs/go_2colarguments.pdf

Chapter 10: Critical Thinking