RWS - 3RD QT Flashcards
when someone simply accepts the things you are told without examining them. It also happens when you construct thoughts based purely on emotions. It is when you jump into conclusions without proofs or evidences. What kind of thinking is stated?
Non- critical thinking
involves a series of complex thought process which allows you to make reasoned judgments, assess the way you think, and solve problems effectively. What kind of thinking?
Critical thinking
You employ this when you actively listen to the class discussion and formulate questions, write your reports and explains your ideas, and when you make projects and analyze the process. What kind of thinking is this?
Critical thinking
It is a system that classifies the levels of thinking important for learning.
o It was created to promote higher levels of thinking.
o Knowledge, Comprehension Application, Analysis, Synthesis, and Evaluation.
What is stated?
Bloom’s Taxonomy of the Cognitive Domain.
Who made Bloom’s Taxonomy of the Cognitive Domain.?
Benjamin Bloom
Who published a revision to the original taxonomy to make it more relevant to 21st-century students and teachers.
Lorin Anderson
Higher-order thinking skills –?
Remembering, understanding and applying
involves the retrieval, recognition, and recalling of information.
Remembering
Requires definition, memorization, or the statement of information.
Remembering
you have to draw your own interpretations based on what you read. It refers to the construction of meaning from verbal and nonverbal messages.
UNDERSTANDING
Requires discussion, description, paraphrasing, or explanation.
UNDERSTANDING
refers to the use and implementation of knowledge in various situations.
APPLYING
Requires demonstration, solution, or the use of information.
APPLYING
examines the causes and make inferences based on them. It focuses on breaking down ideas into parts and relating these parts to one another.
ANALYZING
Requires comparison, integration, or the structuring of information.
ANALYZING
weigh the pros and cons to judge the action. It refers to making judgments on the value and validity of ideas and events.
EVALUATING
Requires judgment and the testing of an idea based on certain rules or standards.
EVALUATING
synthesize the parts of the text to turn them into one output. It involves combining parts to form a well-designed whole.
CREATING
Requires production, design, or construction of new information or ideas.
CREATING
QUALITIES OF A CRITICAL THINKER
Someone who thinks critically is inquisitive. (curious)
• Does not pretend to know more than what she actually knows.
• Does not settle for a superficial level of interpretation.
• She investigates and digs deeper.
• Does not necessarily mean looking for faults; it is rather being open-minded to different ideas.
• Examines and evaluate information.
• Does not accept information until it’s verifies.
• Does not let irrational emotion cloud her judgment; her actions are guided by the application of different levels of thinking.
uses transition words such as first, then, soon, after, suddenly, etc., to maintain coherence and show movement. What kind of written text?
Narration
It employs action words like verbs and adverbs, and phrases that signal time to make the text more engaging to the readers.
Narration
Transitional devices include first, then, soon, after, and suddenly. What kind of written text?
Narration
“He came and delivered the speech. Then he left the arena right after the last line. His constituents followed him eventually.” What kind of written text?
Narration
Transitional words are used to indicate location. What kind of written text?
Description
Transitional words are used to indicate location. What kind of wriiten text?
Description
Details referring to physical aspects like how the subject looks, sounds, feels, smells, or even tastes like are the ingredients of this method development. What kind of written text?
Description
Observations need to be specific to encourage imaginative thinking. What kind of written text?
Description
Transitional devices include sensory language. What kind of written text?
Description
“As the sun sets towards the western horizon, the sky portrays a perfect masterpiece. It is brimming with the colors of the spectrum in shades of red and blue.” What kind of written text?
Description
• A term is defined, its class, and its specific details. You can define by characteristics, function, what it is not, and what it is similar to, such as origins or effect. What kind of written text?
Definition
“You say that someone is magniloquent when he uses extravagant words in writing.” What kind of written text?
Definition
• Utilizes detailed illustrations for clarification. It can be in the form of a story, an anecdote, a quotation, or a statistic.
• Transitional devices include words for illustration.
What kind of written text?
Exemplification
“It is very important to stay healthy. Eating the right food for your heart can help prevent cardiovascular diseases. Common examples of food that can keep your heart are black beans, salmon, tuna, fresh herbs, and the like.” What kind of written text is stated?
Exemplification
examines how subjects are similar. It uses signal words like similarly, in the same way, likewise, in like manner, in a similar fashion, etc.
Comparison
emphasizes how subjects are different. Uses signal words such as yet, nevertheless, nonetheless, after all, but though, otherwise, on the other hand, notwithstanding, etc.
Contrast
Sancha is shining similar to the sun radiating the skies.
Comparison or contrast?
Comparison
Itchyworms produced great melodies, Queen on the other hand created music in a revolutionary way. Comparison or Contrast?
Contrast
“When water droplets join together, it becomes heavy. This is caused by the rise and cool of water vapor, which forms clouds in the sky. As a result, there will be rain.”
CAUSE AND EFFECT
• It describes how things work, involving a series of steps in chronological ordering.
• Transitional expressions such as first, second, then, and finally are used.
• Transitional devices include first, second, then, and finally
PROCESS ANALYSIS
“How can you develop yourself? First, you must learn good habits. Start by waking early in the morning to set the mood of the day. Second, spend time in prayer and meditation. Third, establish discipline. Make a checklist of your goals. You can even make a weekly plan. Lastly, monitor your growth. If you fail at some point, try to recover by focusing on improving your weaknesses and building your strengths.”
PROCESS ANALYSIS
a category is divided into subcategories.
DIVISION
the writer develops criteria in the subcategories based on their relationship. The writer who uses this pattern must have a strong sense of purpose.
CLASSIFICATION
“There are various types of learners. They can usually be classified as either “The Average Joe,” “The Slacker,” or “The Eager Beaver.” Average Joe usually studies well for exams and shows up in class. On the other hand, the Slacker misses a class and can be easily identified as always using headphones wherever he goes. On a different scale, the Eager Beaver comes to class, nods his head, always in-class discussion, and stays after class.
CLASSIFICATION
Transitional devices include the answer, challenge, need, difficulty, dilemma, enigma, improve, indicate, issue, plan a need, problem, propose, remedied, resolve, respond to, solve, and suggest.
PROBLEM-SOLUTION
“Poverty is a word to beat. The whole world thrives on getting rid of this seemingly irresistible dilemma. All around the globe, the government, together with the private sectors and other agencies, unite to improve society’s condition, most especially the far-flung areas. Leaders from different countries gather in this weeklong forum to discuss resolutions and plans for action.”
PROBLEM-SOLUTION
Involves facts that make the paragraph more convincing.
PERSUASION
“Let us all get rid of apathy! First off, it is a poison to the soul. Also, it is not beneficial to relationships. Let us learn to sympathize with others and love genuinely. Life is something to celebrate. Spend every day thinking about how you can help those who are in need. Of course, you are a blessing!”
PERSUASION
What is the author’s main point?
o What is the author’s position in writing it?
CLAIM
A —— is a statement that a writer explores, explains, or proves in an argument.
A —— should place an argument in the context of a large debate that probably involves addressing potential objections or counterarguments.
CLAIM
To establish something. (statistics, researches, testimonies)
• Asserts that a condition has existed, exists, or will exist. It presents the arguments that the claim is true or specifies a specific term.
• Based on facts or data that the audience will accept as being objectively verifiable.
FACT
facts and has rubrics.
Objectivity
opinion, based on feelings, on thoughts.
Subjectivity
a statement about the unknown on the basis of the known.
Inference
“Excessive television viewing has caused the steady decline in the reading ability of children and teenagers.”
Inference
To state worth or importance of something.
• Attempts to prove that some things are more or less desirable than others.
• Assess, appraises, or judges a concept. You have made a claim of value if you develop a position in which you say something is good, bad, or that one thing is superior to another.
• Express approval or disapproval or taste and morality.
• Make a judgement.
Claim of value
Attempt to prove some action, belief, or condition is right or wrong, good or bad.
• Simple expressions of taste or likes and dislikes.
• Latin proverb “De gustibus non est disputandum” means “we can’t dispute taste.”
• Usually about religion.
• can be attacked or defended on basis of standards that measure worth of an action, belief, or object.
• Ours likes and dislikes should be supported by reference (sinusupport ng facts yung opinion unlike claim of facts na sinusupport ng opinion and facts)
• Analysis will be the same of all areas of human experience.
Claim of value
Suggest a course of action that ought to be followed in order to address a specific issue.
• It suggests a precise course of action that should be taken.
• Imposing rules (should, ought to, must)
Claim of policy
“The government should create an effective plan to address the traffic.” Claim of what?
Claim of policy
Focuses to one idea.
• Refers to how the writer developed the controlling idea through supporting details.
What kind of principle?
Unity
General to specific
What kind of style?
Deductive
Specific to general
What kind of principle?
Inductive
Comprise ideas or details that are logically arranged
What kind of principle?
Coherence
Flow from one sentence to the next
What kind of principle?
Cohesion
Arranging the ideas logically and accurately
Organization
Set of conventions on how to spell, abbreviate, punctuate and capitalize a composition
Mechanics
