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HA > EAPP: Lesson 2 - Critical Reading, Writing, and Thinking > Flashcards

EAPP: Lesson 2 - Critical Reading, Writing, and Thinking Flashcards

1
Q

Reading beyond the lines (inferring)

A

Critical reading

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2
Q

Judging an idea in a text whether it is valid or invalid (evaluation)

A

Critical thinking

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3
Q

This is what you use when the text is STATED only

A

Critical thinking

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4
Q

This is what you use when the text is IMPLIED

A

Critical reading and thinking

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5
Q

In METHODS OF CRITICAL READING, this is basing on what is said

A

Inferencing

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5
Q

In METHODS OF CRITICAL READING, this is basing on words expressed in the text

A

Context clue

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6
Q

In METHODS OF CRITICAL READING, this is basing in knowledge of figurative tool

A

Figures of speech

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7
Q

This is a “writer’s tool”, words or phrases that transcends what they mean

A

Figures of speech

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8
Q
  • Getting an overview
  • Activate schemata
  • Skimming and scanning
  • Checking features of the academic text
A

Pre-reading

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9
Q
  • Monitor comprehension
  • Organize information
  • Note-taking, highlighting, marginal notes
  • Creating graphic organizers
A

While reading

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10
Q
  • Evaluating and using information
  • Uses critical thinking and reading
A

Post-reading

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11
Q

It is an active process of discovery. not easily believing the information you receive

A

Critical reading

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12
Q

In HOW TO BECOME A CRITICAL READER, this is

  • writing comments on the text
  • drawing conclusions
  • identify one’s area of confusion
  • forces the brain to slow down
A

Annotate

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13
Q

In HOW TO BECOME A CRITICAL READER, this is

  • listing down the main points of the writer
  • identifying the ideas
  • Roman numerals, capitalized letters, etc.
A

Outline

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14
Q

In HOW TO BECOME A CRITICAL READER, this is

  • Writing the gist of the text in your own words
  • cite general observations
    requires clearest overview
A

Summarize

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15
Q

4 key points in making a Summary

A
  • Comprehensive
  • Concise
  • Independent
  • Coherent
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16
Q

The summary should not
leave out any indispensable idea.

A

Comprehensive

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17
Q

Eliminate repetitions in your list, even if the author restates the same points.

A

Concise

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18
Q

Should not sound like an ugly
imitation of the original

A

Independent

19
Q

The summary should not look like a set of random disconnected ideas (unity)

A

Coherent

20
Q

Given that the author’s idea was written in the past,
which tense of the verb should I use in my
summary?

A

Use the present tense (often called the historical present tense) to summarize the
author’s argument. Ex. Green (YEAR) contends that the Republicans…

21
Q

In HOW TO BECOME A CRITICAL READER, this is

  • questioning author’s purpose and intention
A

Evaluate the text

22
Q

In HOW TO BECOME A CRITICAL READER, this is

  • identifying logical fallacies committed
A

Spot flaws in reasoning

23
Q

In HOW TO BECOME A CRITICAL READER, this is

  • a level higher then summarizing
  • many references combined into 1 paper
  • common characteristics
  • e.g. systematic review
A

Synthesizing

24
Q

In HOW TO BECOME A CRITICAL READER, this is

  • formulating someone else’s idea in your own words without changing original meaning
  • most information in condensed form
A

Paraphrasing

25
Q

4 R’s of paraphrasing

A
  1. Reword
  2. Realize
  3. Rearrange
  4. Recheck
26
Q

Use of synonyms

A

Reword

27
Q

You can’t reword some texts

A

Realize

28
Q

Achieve fluidity in the text by arranging

A

Rearrange

29
Q

Your text has the same meaning with the
original source

A

Recheck

30
Q

Attacking the person instead of the issue

A

Argumentum Ad Hominem

31
Q

Use of person’s popularity/authority

E.g. Mas maganda sa UST kasi don graduate si Rizal.

A

Argumentum Ad Vericundiam

32
Q

Use of pity or sympathy

E.g. ‘Wag niyo na po ako ibagsak, mahirap lang kami.

A

Argumentum Ad Misericordiam

33
Q

Believing that the majority is always right.

E.g. Wala na dapat pasok UST SHS kasi wala ng pasok buong levels sa UST.

A

Argumentum Ad Populum

34
Q

Absence of knowledege/evidence means not true

E.g. “San Carlos is the oldest university in Asia because a Thomasian who was
nterviewed could not give a proof of that UST is.”

A

Argumentum Ad Ignorantiam

35
Q

Connecting one event to another when there may be no connection at all.

E.g. May lagnat ka dahil sa kakacellphone mo ‘yan.

A

Fallacy of Post Hoc Ergo, Propter Hoc

36
Q

Something that appears to only have one question when there could be two or more.

E.g. How did you kill him? (looks like nagtatanong lang what’s the process pero pag sinagot mo that also means yes kaya you answered two questions na)

A

Fallacy of Complex Questions

37
Q

Circular definitions

E.g. This moisturizing lotion moisturizes my skin.

A

Fallacy of Petitio Principii

38
Q

Press an issue using one’s authority

E.g. Tama ako kasi mas matanda ako sa’yo.

A

Argumentum Ad Baculum

39
Q

Force an issue in exchange for something (blackmailing)

A

Fallacy of Advantage

40
Q

Applying a general rule to a particular case when circumstances suggest that an exception to the rule should apply.

E.g. Freedom of speech is a right. Therefore, Leo should not be arrested for his speech that incited the riot last week.

A

Fallacy of Accident

41
Q

Drawing a general conclusion from insufficient particular cases

E.g. “All of the five Malaysians I met last week do not speak English well, thus, most Malaysians do not speak English well.”

A

FALLACY OF CONVERSE ACCIDENT / HASTY GENERALIZATION

42
Q

Wrongly inferring that what holds true of the individuals automatically holds true of the group made up of those individuals

E.g. Trees are made of atoms and atoms are invisible to the eye, therefore, trees are invisible to the eye.

A

FALLACY OF COMPOSITION

43
Q

Wrongly assuming that what is true in general is true in particular

E.g. PNP is one of the most corrupt agencies of the government. Therefore, these three policemen cannot be trusted”

A

FALLACY OF DIVISION

44
Q

Errors in grammar resulting in change in meaning

E.g. The governor says, ‘Save soap and waste paper. ‘ So soap is more valuable than paper.

A

FALLACY OF AMPHIBOLY

45
Q

Use of the same word twice but with different meanings

E.g. I have seen that scene before.

A

FALLACY OF EQUIVOCATION

46
Q

Statements that lack punctuations and become open for many
interpretations

Statements containing a word which may be interpreted in more ways than one

E.g. Please don’t stop kissing me.
E.g. Please don’t, stop kissing me

A

FALLACY OF ACCENT

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