4 Thinking Critically Learning Outcomes The student will

4 Thinking Critically

Learning Outcomes The student will learn techniques for: • Interpreting written texts. • Participating in class discussions about readings. • Interpreting visual texts, including photographs, advertisements, and Web sites. • Identifying logical fallacies. 2

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 3

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 4

Read and Analyze(LO 4. 1) Take your time • Main idea: Determine thesis; is the point clear? • Supporting points: Identify specific details and examples used to prove thesis • Rhetorical star: Establish the five points of the rhetorical star 5

Re-read and Annotate (LO 4. 1) Read a second time while taking notes. • Define: write down words that are unfamiliar • Summarize: write down 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 6

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. 7

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. 8

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. 9

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. 10

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 11

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 12

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 13

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 14

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 15

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 16