1. 4 Thinking Critically

2. 2 2 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.

3. 3 3 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

4. 4 4 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

5. 5 5 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

6. 6 6 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

7. 7 7 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.

8. 8 8 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.

9. 9 9 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.

10. 10 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.

11. 11 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

12. 12 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

13. 13 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

14. 14 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

15. 15 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

16. 16 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