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4The Critical Thinking, Reading,

and Writing Connection

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Learning Outcomes

The student will learn techniques for:• Interpreting written texts.

• Participating in class discussions about readings.

• Interpreting visual texts, including photographs, graphs, advertisements, and Web sites.

• Identifying logical fallacies.

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Pre-read and Anticipate (LO 4.1)

Prior to reading…

• Publication information: Determine where and when the article was originally published.

• Biographical information: Establish the author’s background and qualifications; decide if bias may be possible.

• Title: Think about the title of the piece and what expectations it creates.

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Pre-read and Anticipate (contd.)

Prior to reading…

• Overview: Skim through the text, paying close attention to headings and visual images; read introductory paragraphs and topic sentences.

• Predictions: Based on your pre-reading, establish what you already know and predict what you expect to learn.

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Read and Analyze(LO 4.1)

Take your time• Main idea: Determine the thesis; is

the point clear?

• Supporting points: Identify specific details and examples used to prove the thesis

• Rhetorical star: Establish the five points of the rhetorical star

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Re-read and Annotate (LO 4.1)

Read a second time while taking notes.• Define: List words that are unfamiliar.

• Summarize: List the main points and supporting details.

• Visualize: Create a visual organizer of the material.

• Synthesize: Make connections with the readings.

• Question and Evaluate: Ask a variety of questions.

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Discussions about Readings (LO 4.2)

• Read carefully and have notes on the material handy.

• Skim the questions at the end of the selection.

• Listen to the discussion with an open mind.

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Discussions about Readings (contd.)

• Share your opinions even if they are different; be considerate of others’opinions.

• Ask questions about the text if you feel confused.

• Take notes during the discussion.

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Interpreting Visual Texts (LO 4.3)

• Determine the focus of the image.

• Look for the conveyed purpose or message.

• Establish the target audience.

• Compare any written text with the visual representation.

• Decide if the image is logical or misleading.

• Determine if the image is effective.

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Interpreting Visual Texts (contd.)

• Establish the author’s credibility.

• Check for the posting date.

• Verify the information.

• Look for reference citations.

• Use previous strategies to evaluate visual images.

• Check if the hyperlinks work and are appropriate.

• Determine if the material is effective and accurate.

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Logical Fallacies (4.4)

• Band wagon: implying that an idea must be accurate if it is popular

• Card stacking: providing evidence for only one side of a case, deliberately omitting essential information that could change the reader’s opinion

• Character attack or ad hominem: attacking the speaker rather than the issue

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Logical Fallacies (contd.)

• Circular reasoning or begging the question: attempting to support a position by simply restating it in a different way

• Either/or reasoning: suggesting there are only two possible solutions to a problem when, in reality, there could be many potential options to resolving the issue

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Logical Fallacies (contd.)

• False analogy: comparing things that differ in the most important respects

• False authority or testimonial: using an authority or celebrity figure to support a point

• False cause or post hoc: suggesting that, because one thing happened after another, the first event caused the second one

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Logical Fallacies (contd.)

• Hasty generalization: drawing a conclusion without having sufficient evidence

• Non sequitur: the conclusion does not logically follow the evidence that is provided

• Red herring: diverting the reader’s attention away from the main issue by introducing something irrelevant

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Logical Fallacies (contd.)

• Glittering generality: using emotionally charged words to gain audience approval

• Slippery slope: suggesting that if one change occurs, then other unwanted changes will follow

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Logical Fallacies (contd.)

• Stereotyping: attaching a trait to members of a particular religious, ethnic, racial, age, or other group

• Tradition: assuming that because something has always been done a certain way, it must be the correct way