Module 4 Flashcards
(121 cards)
1
Q
Identifying the important material in the text
A
Summarizing
2
Q
Restating the material in own words
A
Summarizing
3
Q
Rewriting the text in the most concise version
A
Summarizing
4
Q
5 Qualities of a Good Summary
A
- Comprehensive
- Brief
- Accurate
- Neutral
- Independent
5
Q
conveys all important information
A
Comprehensive
6
Q
conveys information concisely
A
Brief
7
Q
correctly conveys the author’s
A
Accurate
8
Q
avoids arguments concerning the text’s topic
A
Neutral
9
Q
it makes sense to someone who has not read the source text
A
Independent
10
Q
This comprehensive question asks for the general subject of the text.
A
What is the topic of the selection?
11
Q
This comprehensive question is the central idea or argument the author is making about the topic.
A
What is the author’s main point about the topic?
12
Q
These comprehensive question are details, evidence, or examples that back up the main point.
A
What are the supporting points?
13
Q
A Good Summary has 3 parts
A
- Opening section
- Body
- Conclusion
14
Q
This part contains title, author, some publication information, and main idea of the original text
A
Opening Section
15
Q
This part presents in your own words the author’s supporting points for the thesis statement
A
Body
16
Q
This part restates of the main idea
A
Conclusion
17
Q
Provides a concise overview of the main ideas and key details of a text.
A
Informative Summary
18
Q
Focuses on delivering facts without much interpretation.
A
Informative Summary
19
Q
Objective and neutral, simply stating what the text is about.
A
Informative Summary
20
Q
Summary that focus on what the text says.
A
Informative Summary
21
Q
Goes beyond summarizing by also clarifying and analyzing the information.
A
Explanatory Summary
22
Q
May explain complex ideas in simpler terms.
A
Explanatory Summary
23
Q
Helps the reader understand the significance or implications of the content.
A
Explanatory Summary
24
Q
Summary that focus on how and why the information matters.
A
Explanatory Summary
25
3 Reporting Verbs
1. Neutral
2. Tentative
3. Strong
26
This reporting verb used to say what the writer describes in factual terms, demonstrates, refers to, and discusses, and verbs used to explain his/her methodology.
Neutral Verb
27
This reporting verb used to say what the writer suggests or speculates on (without being absolutely certain)
Tentative Verb
28
This reporting verb used to say what the writer makes strong arguments and claims for
Strong Verb
29
Example verbs: describe, show, study, demonstrate, note, point out, indicate, report, observe, assume, take into consideration, examine, go on to say that, state, believe(unless this is a strong belief), mention, etc.
Neutral Verb
30
Example verbs: suggest, speculate, intimate, hypothesize, moot, imply, propose, recommend, posit the view that, question the view that, postulate, etc.
Tentative Verb
31
Example verbs: argue, claim, emphasize, contend, maintain, assert, theorize, support the view that, deny, negate, refute, reject, challenge. strongly believe that, counter the view/argument that, etc.
Strong Verb
32
Restating the material in own words
Paraphrasing
33
Including all ideas in the original
Paraphrasing
34
May be longer than the original
Paraphrasing
35
4 Qualities of a Good Paraphrase
1. Thorough
2. Accurate
3. Fair
4. Objective
36
includes all of the author’s primary ideas
Thorough
37
reflects what the author actually wrote
Accurate
38
uses carefully chosen or indiscriminative words
Fair
39
avoids stating own opinion on the topic of the source text
Objective
40
3 Paraphrasing Strategies
1. Changing words
2. Changing sentence structures
3. Combining or splitting sentences
41
Combines information from multiple sources
Synthesis
42
Includes analysis of the combined information
Synthesis
43
Emphasizes the similarities and differences among the
information from different sources
Synthesis
44
Rhetorical Triangle
Ethos, Pathos, Logos
45
The communicator’s use of credibility to obtain
the audience’s trust
Ethos
46
Critical reading requires looking into how an
author tries to influence the readers using this
particular element of rhetoric
Ethos
47
Asks the questions about the author
Ethos
48
Who is the author?
Ethos
49
What is the author’s profession?
Ethos
50
Which company or organization is the author affiliated?
Ethos
51
What is the authority of the author on the subject of the text?
Ethos
52
Use of ____ comes in the form of Credible sources
Ethos
53
Use of ____ comes in the form of Respect for audience
Ethos
54
Use of ____ comes in the form of Common ground with audience
Ethos
55
Use of ____ comes in the form of Expertise
Ethos
56
The communicator’s use of emotions to
influence the audience
Pathos
57
Critical reading requires looking into how an
author tries to influence the readers using this
particular element of rhetoric
Pathos
58
Who is the intended audience?
Pathos
59
What is the writer-reader relationship?
Pathos
60
How does the author hook the intended
reader? (e.g. humor, emotion, logic)
Pathos
61
How does the author keep the reader
reading?
Pathos
62
How am I responding to these appeals?
Pathos
63
Use of ____ comes in the form of Anecdotes or other narratives
Pathos
64
Use of ____ comes in the form of Images or other forms of media
Pathos
65
Use of ____ comes in the form of Direct quotations
Pathos
66
Use of ____ comes in the form of Humor
Pathos
67
Use of ____ comes in the form of Emotive words
Pathos
68
The communicator’s use of logic, reason, or rational
thinking in influencing the audience
Logos
69
Critical reading requires looking into how an author
tries to influence the readers using this particular
element of rhetoric
Logos
70
Do I find the argument convincing?
Logos
71
What evidences are presented to support the writer’s
claim?
Logos
72
What views and counter arguments are omitted?
Logos
73
How does the author’s purpose fit with my
purpose for reading?
Logos
74
Use of ____ comes in the form of Facts
Logos
75
Use of ____ comes in the form of Examples
Logos
76
Use of ____ comes in the form of Authority
Logos
77
Use of ____ comes in the form of Deductive/Inductive Reasoning
Logos
78
two-paragraph summary and response essay
Reader Response
79
way to express the reader’s comprehension of
the text
Reader Response
80
way to express the reader’s critical reading of
the text
Reader Response
81
prompts a reader to examine, explain, and often defend personal reaction to a reading
Reader Response
82
prompts a reader to explore reasons for liking the reading material, agreeing with the author, or finding the text informative or confusing
Reader Response
83
is evaluated based on how the reader is able to
explain his/her reaction to the material
Reader Response
84
is not evaluated based on the correctness of the
reaction because there is no “right” or “wrong” when
it comes to reactions
Reader Response
85
4 Qualities of a Good Reader Response
1. Honest
2. Informed
3. Clear
4. Well Supported
86
Focuses on sincere and thoughtful reactions to the
read text
Honest
87
Answers questions as What gives rise to your reactions?
Honest
88
Answers questions as How do they affect your reading of the author’s work
Honest
89
Responses should not be naïve, shortsighted, or
biased
Honest
90
Responses are based on clear understanding of the
source text
Honest
91
Responses includes information about the topic,
author or reading
Honest
92
Make clear your reactions, and how your reactions
relate to the text (thesis statement)
Clear
93
Provide an opening and closing section
Clear
94
Use precise language
Clear
95
Provides textual evidence
Well-Supported
96
Examples from the text
Well-Supported
97
Quotations of some phrases or opinion the
author
Well-Supported
98
Process of Writing a Reader Response
1. Prewrite
2. Draft
3. Edit & Revise
99
Ask your self questions:
What was significant?
What do I remember?
What did i react to (like/dislike)?
Was there something I did not understand?
Prewrite
100
Write the summary and response. Support your reaction with textual evidence.
Draft
101
Review your response by asking questions
Are they honest?
Are they informed?
Are they clear?
Are they well supported?
Edit & Revise
102
Explore your responses to the reading as you ________
annotate the text
103
Jot down key words
Annotating the text
104
Use of punctuation marks (? ! *)
Annotating the text
105
Ask questions about author's ideas
Annotating the text
106
Relate author’s ideas or information from text to prior
knowledge on the subject
Annotating the text
107
common errors in reasoning
logical fallacies
108
Making a broad conclusion based on too little evidence.
Hasty Generalization
109
Assuming that because one event happened before another, the first caused the second.
False Cause
110
Comparing two things that aren’t actually similar in a meaningful way.
Weak Analogy
111
Presenting only two options when more exist or obviously that you'll choose that one choice only
Either/Or
112
Introducing and summarizing the reading selection
Draft
113
Stating and explaining your responses clearly and concisely
Draft
114
Provide the title of the text
Introducing and summarizing the reading selection
115
Identify the author
Introducing and summarizing the reading selection
116
Provide the main idea
Introducing and summarizing the reading selection
117
Provide the supporting points
Introducing and summarizing the reading selection
118
State a clear thesis in one sentence
Stating and explaining your responses clearly and concisely
119
Provide supporting ideas for the thesis statement
Stating and explaining your responses clearly and concisely
120
Provide specific examples from the selection
Stating and explaining your responses clearly and concisely
121
Writing a thesis statement for a reader response
Thesis statement = topic (reading selection) + your reaction
