Thinking and study skills g10

Thinking and Study Skills Grade 10 i_ii_Anc_889900.indd 16 4/7/08 3:50:15 PM Copyright © by The McGraw-Hill Companies, Inc All rights reserved Permission is granted to reproduce the material contained herein on the condition that such materials be reproduced only for classroom use; be provided to students, teachers, and families without charge; and be used solely in conjunction with the program Any other reproduction, for sale or other use, is expressly prohibited Send all inquiries to: Glencoe/McGraw-Hill 8787 Orion Place Columbus, OH 43240-4027 ISBN: 978-0-07-889900-3 MHID: 0-07-889900-1 Printed in the United States of America 10 079 12 11 10 09 08 i_ii_Anc_889900.indd 17 4/7/08 3:50:15 PM Contents Defining Problems Setting Goals Observing Formulating Questions Using Prior Knowledge Using a Library Using Reference Books Taking Notes Outlining Comparing and Contrasting 10 Classifying 11 Using Graphic Organizers 12 Identifying Attributes and Components 13 Using Cause-and-Effect Relationships 14 Using Organizational Patterns 15 Using Metaphorical Relationships 16 Identifying Main Ideas 17 Identifying Logical Errors 18 Inferring 19 Predicting 20 Elaborating 21 Summarizing 22 Restructuring 23 Drawing Conclusions 24 Establishing, Verifying, and Assessing Criteria 25 Using Metacognition 26 Solving Problems I 27 Solving Problems II 28 Making Decisions I 29 Making Decisions II 30 Using Creative Thinking I 31 Using Creative Thinking II 32 Listening 33 iii Contents Taking Notes While Listening 34 Managing Study Time 35 Studying 36 Learning from Graphics I 37 Learning from Graphics II 38 Taking Tests I 39 Taking Tests II 40 Answers 41 iv Thinking and Study Skills Name Class Date Defining Problems People spend much time and energy in solving problems Often, however, they fail to notice that a problem exists, or they may try to solve a problem that does not exist At other times, two or more people might look at the same situation and discover different problems in it The first step in solving a problem is to define it For example, Tammy is not achieving the grades everyone thinks she should be achieving, especially on her writing assignments She needs to improve her grade-point average to be admitted to the college of her choice Should she sign up for an elective course in which she can easily earn an A but will not improve her writing skill? Or should she take a tough composition course in which students rarely earn A’s but usually become excellent writers? Tammy’s decision depends on how she defines her problem The questions in the box are useful in defining problems Defining Problems What is the exact problem? Why is it a problem? Whose problem is it? Why must it be solved? What are some examples of the problem? When must the problem be solved? ■ Activities A Imagine you are on a committee to solve the following solid-waste problem in your town or city On a separate sheet of paper, define the problem by answering the questions in the box Your answers will depend upon how you decide to define and limit the problem you are willing to tackle Copyright © The McGraw-Hill Companies, Inc Note that the passage describes more than one problem Within a larger problem affecting millions of people, a smaller one exists for a smaller number of people Before solving one of these problems, the solvers must define the problem they will attempt to solve In the United States garbage trucks collect about 133 million tons of garbage each year You could build a mile-high mountain with the yearly trash from New York City alone Burning garbage and trash pollutes the air Dumping it in the ocean pollutes the ocean Burying it in a landfill uses up land and may allow poisonous wastes to seep into the ground and from there into rivers, lakes, and other water supplies Existing landfills are filling up, and most people don’t want to allow new ones in their community Yet every year the list of disposable items grows—dishes, diapers, razors, batteries, hospital supplies, and more One state passed a law in 1989 to help ease the demand on landfills The law requires each town or city to reduce its solid waste by 25 percent before 1995 and by 50 percent before 2000 Otherwise, the community will face heavy fines B Identify a problem in your school, city, state, country, or the world Define that problem by answering the questions in the box Writer’s Choice: Thinking and Study Skills, Grade 10 Thinking and Study Skills Name Class Date Setting Goals When you set a goal, you decide what you want to achieve or attain You may, for example, want to win a race, finish a book, or learn to surf Perhaps you have a long-term goal, such as becoming a doctor Setting goals gives you direction and purpose Certain goals are common to most students They want to pass their tests They want to finish their assignments and satisfy teachers so they can achieve good grades Sometimes students set goals for completing their assignments For example, one student might decide to finish studying a chapter before she takes a break Another might decide to work until he has completed an outline However, students are not necessarily setting their own learning goals when they complete assignments given to them or attempt to pass a test about what a teacher considers important The best learning takes place when students set their own learning goals The following box shows one procedure for setting learning goals The K-W-L strategy allows you to set goals before a learning activity and monitor your progress K (Know) Think about what you already know about the topic W (Want to Know) Decide what you want to know about the topic L (Learned) After the learning activity, asses (evaluate) what you have learned Set additional goals for what you still want to know ■ Activities A Read each of the following items On a separate sheet of paper, write R if the item is, in your opinion, a realistic study goal Write U if the item is an unrealistic study goal Give one reason to support each of your opinions Review a science chapter in one hour Memorize ten definitions in ten minutes From a complete outline, write a one-page rough draft in forty minutes Research a topic, and write a term paper in an evening Choose a good book to write a report on Learn all about the Constitution before tomorrow’s test Organize your notes for a short speech in an hour Memorize the spellings of ten words in twenty minutes 10 Edit and revise a rough draft of a ten-page paper in one hour B Choose one of the topics below or another topic of your own choice Using the K-W-L strategy, list five things that you know about the topic Then list five things that you would like to know about it fitness programs the Olympic games a famous person animal communication air or water pollution allergies popular music (any type) the Super Bowl the Vietnam War Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc Read The Yearling in an evening Thinking and Study Skills Name Class Date Observing Have you ever studied a painting and wondered how the artist “saw” all of the color and detail displayed in the picture? Have you ever read a description of a character in a story and wondered how the author “saw” all the details that brought the character to life for you? Good artists and good writers are masters of observation Artists are trained to see things in the objects or people they draw or paint that most other people not ordinarily see Writers observe people, places, and things carefully and draw on these observations when they write Other people are good at observing, too Experienced bird watchers can identify a bird by the color of its wing tips or the shape of its beak Psychologists are good at observing people’s behavior They can tell by watching when a person is angry, worried, or uncomfortable Observing requires careful attention You can learn things about yourself, other people, art, sports, nature, places, objects, and so on by watching carefully and taking notice of what you see Depending upon what you are observing, you might also bring other senses into play— hearing, touching, smelling, or tasting Copyright © The McGraw-Hill Companies, Inc Examples of Observation Observing a Speaker The speaker is quite a bit older than most of the audience She stands in front of a small wooden stand held up by a narrow metal post She appears to know the material very well She uses notes but looks down at them only occasionally She appears quite comfortable in front of an audience and is evidently quite experienced at speaking She speaks with an air of authority, sometimes moving from one foot to the other and gesturing often with her hands Observing Nature The path twines between two overhanging bushes and then suddenly plunges down onto a narrow, sandy beach stretching between a thick forest and the wide lake Rocks, small plants, seaweed, and twigs dot the beach The presence of many small animals is also evident Ants, beetles, flies, mosquitoes, spiders, frogs, and lizards repeat the everyday duties that make up their lives, ignoring the world around them Some of the grains of sand sparkle in the sun, creating an intricate pattern with the splotches of shade from the trees ■ Activities A Read the descriptions above and, on a separate sheet of paper, make a list of the things each author observed B Choose something or someone you can observe from where you are sitting right now It might, for example, be a classmate, the room you are in, a display on the wall, a single desk, or the view out a window Observe your chosen subject carefully, and list at least ten observable facts about it C Write a letter to a pen pal who has never seen your home, your school, your locker, or your neighborhood Carefully observe one of these, and then describe it to your pen pal in a letter Writer’s Choice: Thinking and Study Skills, Grade 10 Thinking and Study Skills Name Class Date Formulating Questions Before going on a field trip, you would probably ask several questions: What time are we leaving? What time will we get back? How are we getting there? What should I wear? How much does it cost? Should I bring money? A lunch? Formulating such questions helps you prepare for and learn more about the field trip Formulating questions is a helpful way to learn about other subjects, too Before you read a novel, you might ask questions such as, What is this book about? Will I like this book? When and where does the story take place? What kinds of characters are in the story? What will happen to the main character? How does the story end? Scientists are good at asking questions They ask such things as, What makes the weather turn colder in winter? Why leaves change color in autumn? How does copper conduct electricity? Formulating such questions is essential to the work of a scientist The scientist first formulates questions and then searches for answers Newspaper reporters must formulate good questions in order to get a news story Following are some questions a reporter asked a lifeguard who had just rescued a drowning girl from a lake These questions will help the reporter answer the who, what, when, where, why, and how questions that every good news story answers Who are you? Who is the girl? What happened? What training have you had? When did you first know that the girl was in trouble? Where you work as a lifeguard? Where in the lake was the girl swimming? Why you think the girl got into trouble? Why were you able to rescue her? How did you pull the girl from the water? How long have you been a lifeguard? The following box contains some subjects you might formulate questions about classical music the environment a recent movie the space program a sport or an athlete your ancestors the new car models a friend’s trip ■ Activities A Formulate three questions you would want to ask in each of the following situations Write your questions on a separate sheet of paper after being given an assignment in a class when you look at an ad in a newspaper or magazine when you read a newspaper article B Choose one of the subjects in the box above or a subject of your own that you would like to know more about Then formulate ten questions about the subject, writing them on a separate sheet of paper C Pretend you are about to be left to baby-sit for a three-year-old and a one-year-old List at least five questions you would ask the parents before they leave Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc a recent book Thinking and Study Skills Name Class Date Using Prior Knowledge An experienced rock climber faced a steep ledge Carefully she examined the cracks, grooves, and small shelves that could be used as handholds and footholds Using what she already knew about rock climbing, the climber selected a route and began climbing When she reached a difficult ledge along her route, she paused Could jamming her left shoe into such a small groove hold her weight on the rock? The climber had much climbing experience She knew that she could balance on the groove until she found another foothold farther up the steep ledge Her plan worked Using techniques she had learned earlier, she moved quickly up the ledge until she reached the top Most people would not think that they could stand in the groove of a rock But this climber had prior knowledge; she had climbed rocks many times before She knew it could be done, and she knew she could it Using prior knowledge helped her successfully and efficiently bypass the steep ledge People use prior knowledge daily A car driver, for example, knows how his car handles in traffic He knows how fast he must accelerate to enter the freeway He can estimate how long it will take him to drive from home to work His prior knowledge gives him an advantage over someone who has not driven a car often or who has not driven the same route daily You yourself use prior knowledge every day without even thinking about it You probably know how to go from your home to your school, a friend’s house, a movie theater, a shopping mall or supermarket, or any other place that you visit frequently You learned the directions a long time ago, and now your prior knowledge enables you to travel to such places without even thinking about your route You also use prior knowledge when you write Without prior knowledge of how to hold a pencil and how to form letters, you could not write at all Without prior knowledge you would not know how to prewrite or write a draft or write an expository or persuasive article And if you had no prior knowledge, you would have few things to write about Copyright © The McGraw-Hill Companies, Inc Possible Topics for Using Prior Knowledge swimming riding a bicycle ice-skating playing softball (or another sport) snowmobiling baking cookies reading a book walking to school using crutches raking leaves baby-sitting doing math problems ■ Activities A Choose an activity, possibly one of those listed in the box above Then, on a separate sheet of paper, make a list of all the things you already know about that activity B Write a paragraph in which you tell how using prior knowledge would help you perform the activity you selected for Part A Writer’s Choice: Thinking and Study Skills, Grade 10 Thinking and Study Skills Name Class Date Using a Library A library is an essential resource for a student or a researcher Libraries are most useful to people who know how to find the information they want For example, if you wanted to learn about the artist Vincent van Gogh, you could check first in a general encyclopedia in the reference section of the library Next, you could try the card catalog or computer catalog to see whether the library has any books about Vincent van Gogh You could also look in the catalog under Artists for other books that might contain information about van Gogh Magazine articles about the painter would be available in the periodicals section of the library Basic Library Resources card or computer catalog Lists nonfiction books by author, title, and subject and fiction books by author and title only Unit 23 of your text will tell you more about library catalogs and about using call numbers to locate books in the library reference section Contains dictionaries, encyclopedias, almanacs, atlases, and other general and specialized reference works newspapers and periodicals section Contains newspapers (with microfilm or microfiche of back issues), magazines, and journals, many of them indexed in the Readers’ Guide to Periodical Literature audio-visual section Contains records, CDs, audio tapes, videocassettes, slides and filmstrips, and other nonbook materials ■ Activities A Of the sections or resources listed in the box, which would be most useful for quickly locating the following items of information? Write your answers on a separate sheet of paper a book about Jackie Robinson batting averages of top baseball players over a ten-year period the record holder for major league career hits a brief history of baseball details about the recent firing of a ballplayer a movie about baseball the location of the Baseball Hall of Fame the distance between bases on a major league diamond 10 when the Brooklyn Dodgers moved to Los Angeles B On a separate sheet of paper, answer the following questions How many cards would the card catalog contain for The Natural by Bernard Malamud, a novel about baseball? If you wanted to browse through all the nonfiction books about baseball in your library, what could you to begin? Where should you look if you want some general information about baseball? Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc recent interviews with famous baseball stars Thinking and Study Skills Name Class Date 31 Using Creative Thinking I Most of today’s technology exists because of creative thinkers The individuals who invented the telescope, the roller skate, and the hot dog all conceived of something they had never seen Using creative thinking, people make or imagine things that did not exist before or invent new ways of doing things When people design houses, clothing, or new appliances, they are using creative thinking They add an element of imagination to their knowledge and skills In 1961 Dennis Johnson was one of the fastest sprinters in the world Instead of starting with the position that all runners used at the time, he invented his own starting position He found that by lifting his hips higher he could start off faster At San Jose State where he was a student, his position was called the Johnson start It worked Johnson tied the world record and later broke it He was not credited with setting a new record, because he was running with the wind that day, but today all sprinters use the starting position Johnson invented Often problems or goals stimulate creative thought Johnson had a goal, and he invented a new start to help him achieve it Knowledge + Imagination = Creative Thinking Copyright © The McGraw-Hill Companies, Inc New art forms, inventions, and fads issue from the minds of creative thinkers, as the best jokes Most creative ideas build on existing ideas To think creatively, you need to let your mind wander One way to begin is by collecting things that stimulate your creative thinking Keep a journal of jokes, snatches of conversation, articles, photographs, and episodes from films or television programs that show creativity and stimulate your own Some day, in reviewing them, you may sense that a light bulb flashes over your own head Keep a list of ideas that deserve creative thought, such as a list of ideas for inventions You might also note ideas about a book to write or a film to make Sometimes you might be looking for something that does not exist You might hear yourself or somebody else saying, “What you mean, there’s no such thing as sweet potato ice cream?” “Well, why isn’t there a collection of biographies of all the children who lived in the White House?” Such questions could be the beginning for creative thinking ■ Activities A Don does the dishes at home He wants a combination dishwasher and garbage disposal so he can load the dishes from the table straight into the dishwasher His sister wants a permanent-wave solution that will not damage her hair On a separate sheet of paper, list five things you would like somebody to invent Compare your choices with those of a partner B Look through books and newspapers or magazines for descriptions of at least two problems Note any proposed solutions that show evidence of creative thinking Describe any creative solutions that come to your mind Writer’s Choice: Thinking and Study Skills, Grade 10 31 Thinking and Study Skills Name Class Date 32 Using Creative Thinking II In the 1930s very few people had heard of Harriet Tubman, the escaped slave who had returned repeatedly to the South and led 300 escaped slaves to freedom The artist Jacob Lawrence recognized that the heroism and drama in her life would make a good story He decided to feature her as a subject Lawrence found that he could not express his whole message in one painting; so he created a series of paintings that told a story He wrote a simple line of text to accompany each painting Lawrence did not invent Tubman’s life Nevertheless, he used creative thinking when he recognized its potential for a dramatic story Then he conceived of a creative way to present it He used a format that combined two established art forms, painting and narrative writing Most writers of creative stories draw their inspiration from life Realistic fiction often features commonplace experiences, such as conflict among friends or the loss of a loved one Even fantasy has its roots in reality The conflicts in a fantasy or science fiction story, for example, are similar to real-life conflicts The characters’ motivations are familiar, and monsters are modeled on existing creatures Superheroes have powers that have existed in the dreams of children for millennia These writers observe life and then set their imaginations free Writers use creative thinking in creating settings, characters, plots, and resolutions They also need to be creative in order to contribute a fresh look to old ideas and information One of the most creative uses of fiction was the strategy employed by Aesop, a Greek slave He could not openly criticize or advise his master However, his master loved stories; so Aesop composed fables, cautionary tales with morals that stated his message To stimulate creative thinking and find ideas for creative writing, use the suggestions in the box Observe your surroundings and become aware of your responses to them Keep a notebook of your responses Let your mind wander Encourage new and different ideas Freewrite or brainstorm and cluster to encourage the flow of ideas Make a connection between the new ideas and your experience ■ Activities A Use your imagination, prior knowledge, and experience, and brainstorm to create one of the following Then, on a separate sheet of paper, write a description of it • a new, lab-created food product • a distant, habitable planet • an improved means of transportation • the next great innovation in movies or television • a totally new art form B Select an event in the news Think about it as a novelist, a playwright, or a poet might in order to create something new Tell how you could use something in the news event as the source of a novel, a play, or a poem 32 Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc Collect articles, photographs, cartoons, and ideas from performances and conversations that stimulate your imagination Thinking and Study Skills Name Class Date 33 Listening Kendra heard a radio commercial in which one man was telling another man that he would be popular if he wore a certain brand of cologne “What does his cologne have to with whether or not he will be popular?” Kendra wondered Kendra was using critical thinking—asking questions and evaluating what she heard To listen carefully: Decide to listen Clear your mind Concentrate Keep an open mind so you hear what is said, instead of what you expect to hear Look for main ideas and supporting details Watch for verbal clues (for example, phrases such as “the main reason” or “more important”) Evaluate and analyze what you hear Listening critically is especially important when listening to persuasive communications such as political speeches or advertisements The following items are some examples of questions you might ask about a speaker’s message and information • How much of the information is true? • What is the source of the information? • What is the speaker’s bias? • What could someone say to contradict this information? • Is the speaker presenting facts or opinions? • Are opinions supported with facts from reliable sources? Copyright © The McGraw-Hill Companies, Inc ■ Activities A With a partner, take turns reading aloud and listening to the following statements On a separate sheet of paper, summarize the main idea of each statement Then write at least three probing questions you might want to ask the person making each statement Just spray Wash-it on any kind of clothing stain before you the wash Wash-it can take out any stain because of its special ingredients Wash-it is guaranteed not to damage any kind of clothing Your clothes will come out looking brand-new again Buy Wash-it the next time you shop for laundry detergent Tom Johnson is the best candidate for student-council president He is a senior who has taken part in many different school activities, such as debate club, Students Against Drunk Driving, and the prom committee He has already served on the student council for two years He is friendly, and many students know him Most important, though, Tom has leadership ability and experience B Write a paragraph similar to those above Read it aloud to a partner and have your partner write an analysis of what you have read Then change sides, with you listening to and writing an analysis of your partner’s paragraph Discuss whether you both listened attentively Writer’s Choice: Thinking and Study Skills, Grade 10 33 Thinking and Study Skills Name Class Date 34 Taking Notes While Listening You have learned the importance of taking notes while reading textbooks It is even more important for you to develop skills for good note-taking while listening If you miss something while reading, you can go back and reread it If you miss part of a lecture or a discussion, there is little you can to recover it Many speakers lecture from well-organized notes They tell you first what they are going to talk about They also give you verbal clues to important information (phrases like most important and above all) and organizational cues such as on the other hand, first, next, finally They usually provide you with a summary statement at the end of the lecture Listening to clues from the speaker can help you take better notes while listening To take notes while listening: Determine the topic or theme of the lecture Use a modified outline form by identifying main ideas and listing the most important supporting details below each main idea Use abbreviations and short phrases so you can keep up with the speaker Highlight key statements by underlining, circling, or starring Watch for verbal clues from the speaker ■ Activities A Ask a partner to read the following speech to you while you take notes Then evaluate your notes according to the steps listed in the box Revise your notes, if necessary, and list things you can to improve your skill of taking notes while listening First, select the group members You cannot assume that any student who wishes to go on a white-water canoe trip is suitable for the trip Choose students who know how to swim and who have been in a canoe before Not all of your members must have white-water canoeing experience, but they must at least know how to enter and leave a canoe After your group has been selected, instruct them about the trip Give them information on what to bring along Tell them how much the trip will cost and how to rent canoes Tell them where and when to meet for a car pool Also let them know how long the trip will take Before launching, remind your group members about safety rules When on the river, ask an experienced canoeist to paddle in the lead while you paddle “sweep,” or last, to watch for stragglers If a boat should capsize, help its passengers retrieve their gear and canoe The most important point is to remember what you know about preparation and safety Pass on your knowledge to the members of your group You’re an experienced, skilled whitewater canoeist Be organized, follow the safety rules, and have a good time B Work with a partner Each of you should find a short factual article or excerpt in a magazine or a book to read aloud while the other takes notes Examine each other’s notes, and discuss how effective each of you was in writing down the main points 34 Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc Today I am going to talk about leading safe white-water canoe trips I will begin by telling you how to select members for group trips Then I will discuss what your students need to know before they launch themselves on the river Finally, I will give you some points to follow when on the river Thinking and Study Skills Name Class Date 35 Managing Study Time Managing your study time is an important part of studying Even the best reading, writing, or note-taking skills cannot make up for forgetting an assignment or not allowing enough time to complete it To manage her study time better, Karen has decided to keep a study calendar She allots two hours for studying each day After reviewing her assignments, Karen schedules her study time for each week by writing a plan onto her calendar Of course Karen is free to make any changes in her plan as the week progresses, but the calendar helps her to keep track of her assignments, and it sets a time by which to accomplish everything Monday Tuesday Wednesday Thursday Friday study for math quiz begin civics report: go to library, decide topic English assignment read and take notes for civics report study science math assignment science assignment read and take notes for civics report study English study English study math read and take notes for civics report health report (2 pages) prepare outline for civics report review math Following are some additional hints on managing your study time Work on long-term assignments several times a week Do not put off all your studying until the night before a final or all your research until just before a term paper is due Copyright © The McGraw-Hill Companies, Inc Remember that you will learn more in several short study sessions than you will in one long one Review what you have been studying before you stop You will remember more and save study time later After taking notes on a lecture or a reading assignment, reorganize your notes immediately You will reinforce what you have learned Furthermore, you will need to spend less time studying the notes in the future if they are well organized ■ Activity Answer these questions about your ability to manage your study time on a separate sheet of paper Do you keep a record of your assignments? Do you put aside time each day for studying? Do you keep a calendar in which you plan when to study each subject? Do you try to study several subjects each day instead of just one? Are you flexible enough to change your plans if you need more time to study a certain subject? Do you plan ahead when writing reports or studying for finals rather than trying to cram everything in the night before? Do you occasionally allow time in your schedule to review each subject? Writer’s Choice: Thinking and Study Skills, Grade 10 35 Thinking and Study Skills Name Class Date Studying 36 Reading a chapter in an organized way can help you better understand and remember what you read The information in any book is organized in a certain way Textbooks are usually divided and subdivided into various kinds of segments Writer’s Choice, for example, is broken into three parts Each part is divided into units, and each unit is divided into lessons Other texts may have somewhat different organizational patterns To understand how the book you are studying is organized, examine its table of contents Before reading a chapter, look at the whole picture Scan the chapter you are about to read, noting the headings, the graphics and their captions, any boldfaced terms, and the end-ofchapter questions Skimming the questions before you begin reading will help you focus your reading—that is, know what to look for as you read Based on your survey of the chapter and your previous knowledge of the topic, ask some questions of your own about what you think you will learn when you read the material When reading the chapter, take notes on the main ideas and any important details Also take notes on any information that answers the questions you formed before you began to read the material These notes will help you when reviewing the chapter for a test When you finish reading the chapter, reread your questions, and try to answer them without looking at your text or notes Then review the chapter by checking your answers with the text To read and study a chapter, use the SQ3R Method: S Survey the chapter to get an overview Q Ask questions about the material R Read the selection carefully, writing down main ideas and important details R Record answers to your questions R Review by checking your answers in the text A Determine what questions you might form before reading each of the following On a separate sheet of paper, write at least two questions about each item a passage about the civil rights movement of the 1950s and 1960s a science chapter about machines a health chapter on self-esteem a newspaper article about the candidates running for mayor a novel titled Annie Goes West B Choose a chapter from one of your textbooks—a chapter you have not yet read—and apply the pre-reading steps of the SQ3R method to it Survey the chapter, and compose at least five questions based on your survey Write the title of the book, the title of the chapter, and your questions on a separate sheet of paper Then freewrite or cluster to record any prior knowledge you have that might help you answer your questions 36 Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc ■ Activities Thinking and Study Skills Name Class Date 37 Learning from Graphics I Some information can be more clearly presented in graphics than in words Study the graphics on this page Then, on a separate sheet of paper, complete the activities below Developments in Bicycle Making, c 1790–1906 first bicycle (wooden) c.1790 first rubber tire 1888 Boneshaker (lean-back pedals) 1850s 1816 Hobby-Horse (no pedals) 1860s High-Wheeler (huge front wheel) 1906 gears introduced 1885 Safety (chain and sprocket) Bicycle Speeds Hobby-Horse Boneshaker High-Wheeler Safety Racing 10 20 30 40 50 60 70 (miles per hour) Copyright © The McGraw-Hill Companies, Inc ■ Activities A Use information from one or both of the graphics to answer the following questions How much time passed between the invention of the bicycle and the introduction of the safety bicycle? How many times faster is a modern racing bicycle than the old High-Wheeler? About when were cyclists probably able to bike uphill more easily? When were cyclists first able to travel as fast as 35 miles per hour? B Tell which type of graphic, a time line or a bar graph, would be better for showing each of the following kinds of information Choose from the types shown on this page the events that led to the American Revolution the winning times of the gold medalists in the 100-meter dash for the last six Olympic games the average yearly salary of high school teachers in the United States, Germany, Japan, and Nigeria C Use information from the two graphics to write a one-paragraph summary of the development of the bicycle Writer’s Choice: Thinking and Study Skills, Grade 10 37 Thinking and Study Skills Name Class Date 38 Learning from Graphics II Study the graphics on this page Then complete the activities below THE GRAPHIC PUBLISHING COMPANY President & Chief Executive Officer (CEO) V-P Operations V-P & Editor-in-Chief V-P Marketing Warehouse Manager accounting department picture books eastern sales order control data processing children's books western sales packers secretarial pool textbooks foreign sales building staff building staff design and production advertising ■ Activities A Use information from the graphics on this page to answer the following questions Write your answers on a separate sheet of paper Directory (Departmental) EDITORIAL DEPARTMENT Which of the graphics is basically a table? Office Phone Vice-President, Editor in Chief Eliot, Sandra T 1000 200 Which graphic helps you find specific people in the company? Editor, Children’s Books Jones, Barbara 1115 235 Who is Akira Watanabe’s boss? Editor, Picture Books Watanabe, Akira 1020 203 Editor, Textbooks Jordan, Jamal 1017 210 Assistant Editors Alan, Theodore Barnes, Bonnie Gonzalez, Jesse 1033 1113 1026 224 237 233 Assume that the editors working together on a project have their offices on the same floor In that case, which assistant editor probably works on children’s books? On what you base your inference? Suppose you wanted to know whether the company was interested in your idea for a book entitled High School Today: A Photographic Study Which person would you phone? Could you have found the answers to these questions as quickly if all the information had been presented in paragraph form? Explain your answer B Draw a chart that shows the way your school is organized You may be able to use the chart above as a model 38 Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc Which graphic gives the best picture of the way the company is organized? Thinking and Study Skills Name Class Date Taking Tests I 39 How can you improve your test-taking abilities? The box below contains some tips on dealing with the various kinds of test-item formats you will come across both in school and outside of school True-False Items • If any part of the item is false, the entire item should be marked false Multiple-Choice Items • Read all the responses, and eliminate any that are clearly incorrect Then select an answer from those that are left • Be cautious about responses that contain absolute terms, such as always, never, all, or none Matching • Read directions carefully to see whether some responses can be used more than once or whether one column has more items than you will use • Match the items you know first As you eliminate possible answers, you have fewer options from which to select and a better chance of selecting the correct one Fill-Ins • Check to be sure the answer you select is grammatically correct ■ Activities A Write your answers to the following questions on a separate sheet of paper The testing format that usually presents the largest number of answer options is Copyright © The McGraw-Hill Companies, Inc a true-false b multiple choice c matching d fill-in You should be especially cautious when a multiple-choice item contains a word such as a some b many c most d all Why is it a good idea to answer the easy items first in a matching test? a b c d You probably will not have time to finish the test The correct responses are seldom near the top of a column Some answers may be used more than once Eliminating options leaves fewer to consider for later items If any part of a true-false item is false, a all the items are false c mark it “false” b the entire statement is false d cross out the part that is false B Match the words with the definitions There is one extra definition card catalog thesaurus atlas lexicon almanac a b c d e f a book of synonyms a collection of famous quotations a listing on cards of the books in a library a collection of information about many fields a book of words and definitions a book of maps Writer’s Choice: Thinking and Study Skills, Grade 10 39 Thinking and Study Skills Name Class Date 40 Taking Tests II Reading-comprehension tests require you to read a selection first and then answer questions about it Most items in such tests are multiple-choice items When taking this type of test, you should not rely on prior knowledge or personal opinion about the topic in the reading passage All of the information needed to answer each question should be found directly in the passage To answer reading-comprehension questions: Skim the questions briefly before you read the passage In this way you will have some idea of what to look for as you read Read each question again carefully before you answer it Consider each multiple-choice option before selecting the best answer ■ Activity Read the passage Then, on a separate sheet of paper, answer the questions that follow Ann Bancroft was the first woman ever to trek to the North Pole She traveled by dog sled to the Pole with a team of nine members in the spring of 1986 At first, the team had to cross pack ice, huge blocks of ice that jam together near the shore and create high ridges Team members chopped paths through the ice with axes; then they steered the dogs and sleds over them On the ninth day Ann and her teammates reached an area of ice called the shear zone Here the pack ice meets with huge floating blocks of drift ice that move about with the wind and the ocean currents Ice in the shear zone can begin to heave and buckle without warning When that happened, Ann and the other team members quickly found a flat stretch of old, stable drift ice called a pan On May the team knew they were very close to the North Pole They traveled until midnight before stopping to camp The next morning, they took a reading on the sextant, an instrument that shows locations by measuring the angle of the sun to the horizon They found that the ice they were on had drifted over the earth’s northern axis during the night The team had arrived at the North Pole Which of the following best shows the order in which Ann and her team traveled? a pack ice, shear zone, leads c pack ice, leads, shear zone b shear zone, pack ice, leads d leads, shear zone, pack ice How does a frozen lead form? 40 a Huge blocks of ice jam together near shore c Pack ice meets with huge, floating ice blocks b A crack in the ice freezes over d Ice heaves and buckles without warning Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc The final phase began when Ann and the team found a couple of long, frozen leads, pathways formed when a crack in the ice freezes over These flat surfaces allowed the teams to travel as much as thirty miles a day Thinking and Study Skills Answers ■ PAGE Defining Problems Part A Students may define the whole trash problem or the city’s mandate Model answers for the latter: The city must reduce its solid waste the city’s The trend is toward more disposables, but cities must reduce waste The city has been given a mandate not its own fines for failure to comply the years 1995 and 2000 ■ PAGE Part A Accept some variation due to individual student ability R R U U U R R R U 10 U Using a Library ■ PAGE Copyright © The McGraw-Hill Companies, Inc Observing Part A Possible answers include podium, notes, speaker who is comfortable and knowledgeable, movements of speaker Possible answers include such descriptive details as a winding path, bushes, sandy beach, thick forest, wide lake, rocks, plants, small animals, patterns of sunlight and shade Part A Guidelines: Questions should demonstrate an ability to formulate questions appropriate to the situations Questions of a critical nature would be particularly valid for items and Using Prior Knowledge ■ PAGE Part B Guidelines: Responses should reflect an understanding of appropriate goals Formulating Questions ■ PAGE Part B Guidelines: Paragraphs should demonstrate an understanding of how prior knowledge can be applied to learning to perform a new activity Setting Goals ■ PAGE Part C Examples: Will I need to feed the children? What they eat? Where are the clean diapers kept? When should they go to bed? When will you be home? How can I reach you in case of an emergency? Part A Guidelines: Lists should be appropriate to the chosen activity and should represent knowledge the student might reasonably be expected to possess Part B Guidelines: Responses should define a genuine problem and include appropriate responses to the six questions Parts B and C Guidelines: Responses should include at least ten facts indicating careful and meaningful observation of the chosen person, thing, or view Part B Guidelines: Questions should demonstrate an ability to formulate questions appropriate to a particular situation or topic Part A recent periodicals or newspapers card or computer catalog reference section: almanac, sports encyclopedia reference section: almanac, sports encyclopedia reference section: encyclopedia recent newspaper audio-visual section reference section: encyclopedia reference section: almanac, sports encyclopedia 10 reference section: almanac, sports encyclopedia Part B two cards look in the card catalogue under Baseball look in a general reference encyclopedia in the reference section ■ PAGE Using Reference Books Parts A and B Each source (Part A) is followed by the answer (Part B) Other appropriate sources should be accepted for Part B information New Grove Dictionary of Music and Musicians— origins in African music by way of spirituals, blues, and jazz Who’s Who in America—Rehnquist: 10/1/24, Milwaukee, Wisconsin Writer’s Choice: Thinking and Study Skills, Grade 10 41 Thinking and Study Skills Webster’s Biographical Dictionary—Victoria Familiar Quotations—Martin Luther King Jr Encyclopedia of World Art—Andy Warhol, Claes Oldenburg, Roy Lichtenstein, Jasper Johns, and others Encyclopedia of Science and Technology—hydrogen (or protium), deuterium, and tritium Halliwell’s Filmgoer’s Companion—Duel (made-forTV, 1971) Dictionary of Foreign Terms in the English Language— the feeling that something experienced for the first time has been experienced before ■ PAGE Taking Notes Part A Guidelines: Notes should follow the guidelines presented in the box on the page The two main ideas—that chimp family members protect one another and that chimps use tools—should be identified Part B Guidelines: Paragraphs should be well constructed and should contain the main ideas identified above ■ PAGE Outlining Part A Guidelines: Responses should be evaluated for organization, proper use of main ideas and supporting details, and clarity They should follow the organization of the outline in the box, with one paragraph for each main topic ■ PAGE 10 Comparing and Contrasting Part A Guidelines: Assess responses on how well they use the three steps presented in the box Part B Guidelines: Judgments should be adequately explained, largely on the basis of the answers to the questions in the three steps of Part A ■ PAGE 11 Classifying Part A mollusks: clam, mussel, oyster; crustaceans: crab, crayfish, lobster, shrimp; insects: ant, fly, moth, termite; birds: duck, eagle, ostrich, parrot; reptiles: snake; amphibians: frog, salamander, toad; fish: cod, mackerel, salmon, trout, tuna; mammals: bat, dog, horse, human, mouse, whale 42 Writer’s Choice: Thinking and Study Skills, Grade 10 ■ PAGE 12 Using Graphic Organizers Part A circle (or bar) graph line graph table time line flow chart organization chart Part B Guidelines: Students should list five different types of graphics and adequately describe the contents of each ■ PAGE 13 Identifying Attributes and Components Part A Guidelines: Possible attributes of the audience include: casual, respectful, intelligent, attentive, serious, comfortable Accept other reasonable choices Part B Guidelines: Answers may include inherent characteristics as well as elements or factors ■ PAGE 14 Using Cause-and-Effect Relationships Part A CE CE CCE CE CE CEE Part B Guidelines: Statements should demonstrate an understanding of cause-and-effect relationships Those with multiple causes or multiple effects should be appropriately marked ■ PAGE 15 Using Organizational Patterns Part A spatial order alphabetical order classification order of occurrence comparison and contrast Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Assess responses for proper outline style as represented in the model in the box Part B Guidelines: Chosen groups should be classified in a meaningful way, with examples properly categorized according to classes Thinking and Study Skills Part B Guidelines: Skills should be organized according to an appropriate pattern ■ PAGE 20 Part C Guidelines: Students may recall that in the “inverted pyramid” style used in newspaper stories, the most important details come at the beginning and the least important at the end Part A Guidelines: Predictions should be logical outcomes of the described situation Examples: The restaurant’s business will fall off At least some of the students will lose their jobs Predicting Part B Guidelines: Paragraphs should describe logical outcomes of the situation described in the paragraph Outcomes need not be limited to economic results For example, the president might suffer politically because of the economic situation ■ PAGE 16 Using Metaphorical Relationships Part A c e d a b Part B Guidelines: Explanations should demonstrate an understanding of metaphorical relationships ■ PAGE 21 ■ PAGE 17 Parts A and B Guidelines: Responses may be evaluated as to how well they use the kinds of elaborations listed in the box Elaborating Identifying Main Ideas Part A Example: It is important that the earth’s rain forests be preserved ■ PAGE 22 Part B Guidelines: Each main idea should adequately focus on the meaning or central topic of the paragraph Often, a topic sentence will be present to provide the main idea Part A Guidelines: The passage should be reduced to a single paragraph containing only the main points about Joe’s troubles, with none of the repetitive details ■ PAGE 18 Part B Guidelines: Assess the summaries for conciseness and clarity A person who has not read the article or chapter summarized should feel able to grasp its main points Summarizing Copyright © The McGraw-Hill Companies, Inc Identifying Logical Errors Part A insufficient support faulty cause-and-effect hasty generalization no error unqualified authority faulty cause-and-effect ■ PAGE 23 Part B Guidelines: The described incidents should correctly demonstrate one of the logical errors described in the box ■ PAGE 19 Inferring Part A Guidelines: Accept any logical inferences Examples: The player still lying on the field has been injured The swimmer has won her event in the competition The comedienne is very funny Something has been left too long in the oven Restructuring Examples: Rather than being worthless, swamps support a variety of wildlife They should be protected rather than drained Old: Swamps are not good for anything All swamps should be filled in and used as construction sites New: Fish not ordinarily eat grown frogs, but they eat tadpoles Eagles have sources of food other than snakes and frogs She can decide that swamps, like other environments, are complex communities of living things and that they may serve purposes that are not immediately obvious Part B Guidelines: Students should correctly identify the writer’s inferences and should provide at least one valid inference about the situation, the topic, or the writer’s bias Writer’s Choice: Thinking and Study Skills, Grade 10 43 Thinking and Study Skills ■ PAGE 24 ■ PAGE 29 Drawing Conclusions Making Decisions I Information is needed to answer such questions as, How much more study time remains before the test? If I go to the play, will I have enough time to study? Is the play one that I would enjoy? Will I have other opportunities to see it? Part A Guidelines: Accept reasonable alternative explanations if conclusions are not adequately supported Examples follow Fletcher may be sick rather than suffering from an overdose of pizza The two witnesses might have mistaken Stuart for the real burglar Mario’s watch could be wrong, or the bus could be late rather than early yes Part B Guidelines: Assess according to how well the editorial’s conclusions and the data for those conclusions have been identified and analyzed ■ PAGE 25 Going to the play could result in missing enough study time to influence my test results Not going could disappoint the friend who offered the ticket Information is needed to answer such questions as, How far will the electric vans travel between charges? Will they handle a day’s deliveries? What is the operating cost of electricity relative to gasoline? Switching to the electric-powered vans will cut down on exhaust fumes but will mean a large initial investment and possible recharging problems Not switching will result in continuing pollution by gaspowered vans and possible problems or expenses if the state or national government later sets pollution standards that the gas vans cannot meet Establishing, Verifying, and Assessing Criteria Guidelines: Responses should demonstrate an understanding of the ways of establishing, verifying, and assessing criteria discussed on the page ■ PAGE 30 ■ PAGE 26 Making Decisions II Using Metacognition Guidelines: Responses should demonstrate students’ abilities to effectively analyze their own thinking processes Part A Guidelines: Evaluate responses according to how well the questions elicit pertinent information For automobiles, for example, they may ask about fuel efficiency, repair record, comfort, driveability, acceleration, reliability ■ PAGE 27 Solving Problems I Part B Guidelines: Questions should elicit information pertinent to voter decisions They may cover, for example, previous government experience, education, occupations held, platforms with respect to foreign policy and policies on budget, taxes, civil rights, social problems, and the like ■ PAGE 28 ■ PAGE 31 Solving Problems II Using Creative Thinking I Part A Guidelines: Note that the assignment requires students not to solve a problem but to tell how they would go about trying to find a solution Parts A and B Guidelines: Answers should demonstrate creative thinking and an ability to combine prior knowledge with imagination Part B Guidelines: Responses can be evaluated for the degree to which students have created credible problems and solutions as well as for a demonstrated ability to narrate a story ■ PAGE 32 Using Creative Thinking II Part A Guidelines: Answers should demonstrate originality and creative thinking and should display an ability to use descriptive writing effectively Part B Guidelines: Responses should demonstrate originality and creative thinking and should be inspired by the chosen news event Assess also for ability to summarize effectively 44 Writer’s Choice: Thinking and Study Skills, Grade 10 Copyright © The McGraw-Hill Companies, Inc Parts A and B Guidelines: Responses to steps 2–7 should be consistent with the way students define the problem in step and should demonstrate an understanding of the problemsolving process Thinking and Study Skills ■ PAGE 33 Listening Part A Main Idea: Buy Wash-it Sample questions: How does its cost compare with that of other brands? Is it any more effective than other brands? What are its “special ingredients”? Main idea: Tom Johnson is best candidate for studentcouncil president Sample questions: Is Tom a good friend of yours? Do you think his opponents are less qualified? How does Tom intend to deal with our school’s problems? Part B Guidelines: Consider both the paragraphs modeled after those in Part A and the responses that analyze each partner’s attempt to persuade The former should represent good persuasive writing; the latter should display an understanding of persuasive techniques and an ability to ask discerning questions ■ PAGE 37 Learning from Graphics I Part A 95 years after 1906 (when gears were introduced) 1885 times Part B time line bar graph bar graph Part C Guidelines: Paragraphs should be built around a single main idea They should contain information from both the time line and the bar graph, but need not include all of the information from both graphics ■ PAGE 34 ■ PAGE 38 Taking Notes While Listening Learning from Graphics II Part A Guidelines: Consider the students’ ability to assess themselves by examining their notes and listing their ideas for improvement Part A directory the organization chart directory Sandra T Eliot, the editor in chief Bonnie Barnes She is the only assistant editor on the eleventh floor, where the Editor, Children’s Books is also located Akira Watanabe, the Editor, Picture Books Answers should show a recognition of how various graphics can organize information more effectively than a paragraph of writing can Part B Guidelines: This activity presents an opportunity for peer assessment Allow the pairs of students to analyze each other’s abilities and problems ■ PAGE 35 Managing Study Time Copyright © The McGraw-Hill Companies, Inc Part B Guidelines: Questions should reflect what the student has learned about studying when reading a textbook chapter and should be appropriate to the chapter chosen Guidelines: Consider how well each student analyzed his or her ability to manage study time Responses should demonstrate an understanding and appreciation of the tips given on the page ■ PAGE 36 Part B Guidelines: Charts should accurately reflect the organization of the school ■ PAGE 39 Taking Tests I Studying Part A Examples: Who was most affected by the movement? What were the issues? What are the characteristics of a machine? How machines work? What is self-esteem? How can I improve my selfesteem? Which candidate’s views most closely match mine? Which candidate would make the best mayor? Who is Annie? What happens to Annie in the West? Part A c d d c Part B c a f e d ■ PAGE 40 Taking Tests II a b Writer’s Choice: Thinking and Study Skills, Grade 10 45 ... or similar works Write each answer and the title of the source you used to find it Writer’s Choice: Thinking and Study Skills, Grade 10 Thinking and Study Skills Name Class Date... one of your textbooks Writer’s Choice: Thinking and Study Skills, Grade 10 Thinking and Study Skills Name Class Date 10 Comparing and Contrasting Suppose you had to decide... the members of the group into classes, and list some examples of each class Writer’s Choice: Thinking and Study Skills, Grade 10 11 Thinking and Study Skills Name Class Date