Thinking and study skills g11

Thinking and Study Skills Grade 11 i_ii_Anc_889901.indd 17 4/10/08 9:18:00 AM Acknowledgment Grateful acknowledgment is given to authors, publishers, and agents for permission to reprint the following copyrighted material Every effort has been made to determine copyright owners In the case of any omissions, the Publisher will be pleased to make suitable acknowledgments in future editions p From “A Camp for Space Science” by Peter Cobun Science year-1991 The World Book Annual Science Supplement © 1991 World Book, Inc By permission of the publisher 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: 978-0-07-889901-0 MHID: 0-07-889901-X Printed in the United States of America 10 021 12 11 10 09 08 i_ii_Anc_889901.indd 18 4/10/08 9:18:00 AM Thinking and Study Skills 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 Thinking and Study Skills 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 You face problems every day Some problems are simple, or easily defined You can work on them immediately and usually solve them fairly easily For example, math problems are well defined: you know that if you follow a predetermined sequence of steps properly, you will solve the math problems correctly Likewise, many daily chores are well defined: you know exactly what to when it’s time to clean your room Many problems are not well defined, though When you are faced with an undefined problem, you must define it more clearly before you can even evaluate possible solutions For example, suppose you had to cancel a meeting with your friend Jennie one day last week because you suddenly had to look after your younger brother that afternoon Since then, Jennie has seemed to avoid you This is certainly a problem but not a very well-defined one You know that Jennie seems angry, but you’re not immediately sure why or what you can to help her Trying to define your problem can help you to determine what course of action you should follow Does the problem involve • only you or other people as well? • timing or scheduling? • object(s)? • process(es)? • any other limitation(s)? Copyright © The McGraw-Hill Companies, Inc Here are three different ways you might define your problem If Jennie is angry with me, how can I apologize and repair our friendship? If Jennie is angry about something else, how can I get her to discuss it so she’ll feel better? No matter what’s made her angry, how can I let Jennie know I’m ready to help her? Each definition suggests a different possible solution The first definition might lead you to explain to Jennie what happened the afternoon you canceled the plans Using the second definition, you might try to remember any setbacks Jennie experienced lately Using the third definition, you might decide to send Jennie a note expressing your hope for a continued, strong friendship You should examine as many definitions as possible when working on a problem It’s also important to think about whether your definition is too loose or too tightly focused A good definition will help you think of promising solutions and will not limit your approach to your problem ■ Activity On a separate sheet of paper, write a sentence or two defining the problem in each situation, and explain how that definition might lead to one or more successful solutions Last week you were promoted to assistant manager at work, and your new responsibilities include working longer hours This afternoon your track coach announces that practices will be one half-hour longer until the team’s performance improves, and the practice schedule overlaps your scheduled work hours Neither you nor your brother seems to have enough time to shower in the morning, and one of you is always late for school Your neighbors leave their dog outside all night, and the dog wakes you up at five o’clock every morning when he barks to be let in Writer’s Choice: Thinking and Study Skills, Grade 11 Thinking and Study Skills Name Class Date Setting Goals When you are faced with a large project or task, you can sometimes feel overwhelmed by the amount of work you have to If you work on your project without a clear plan, you might find yourself floundering because of a lack of focus Setting goals for any project can help you work more efficiently and reliably toward completion Here’s an example of setting a goal you could apply to anything you wish to achieve State a clear, concrete goal in writing For example, suppose you hope to get an A on your French midterm exam After defining this goal clearly, you would write this sentence into your learning log or your French notebook Identify any external limitations that will make further efforts useless For example, the French midterm is next Friday; so you have to be prepared by then Understand the scope of the task to be accomplished For example, make sure that you know what topics will be covered in the exam Break the task down into smaller, short-term goals For example, the test will cover vocab- ulary words, irregular verb conjugations, and adjective formations, all of which you must learn by next Friday Establish time limits or a schedule for achieving your short-term goals For example, you could plan to study the vocabulary words the previous Friday, the irregular verbs on Sunday, and the adjective formations on Tuesday Periodically assess your progress to be sure you are actually achieving your goals For exam- ple, you could administer self-tests on each topic or item the day after you study it, and review everything the day before the exam Periodic reviews will let you make sure you have learned everything adequately or show you what you still need to study You may wish to copy these six steps for setting goals into your learning log Follow these six steps in order whenever you set goals for yourself Select a personal or school-related goal and, on the lines below, describe the procedure you would follow to achieve it Name your goal List any time or similar limits _ State the scope of your task _ Name your short-term goals Tell when you’ll complete each short-term goal. Describe how you’ll monitor your progress toward short-term goals _ Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc ■ Activity Thinking and Study Skills Name Class Date Observing Observing is a key component of good writing Read any good piece of writing, and you will find that the observed details about people, places, and situations that the writer added to the basic facts of the story are what brings it to life, what makes it stand out in your mind Becoming a skilled observer is one step toward becoming a good writer Stephen Crane’s description of the sea, below, is based on precise, detailed observations The description relies primarily on the sense of sight, but it is so vivid that the reader can almost feel the seesaw motion as the boat rides the waves and hear the roar of the ocean and even the water sloshing in the bottom of the little boat Literature Model None of them knew the color of the sky Their eyes glanced level, and were fastened upon the waves that swept toward them These waves were of the hue of slate, save for the tops, which were of foaming white, and all of the men knew the colors of the sea The horizon narrowed and widened, and dipped and rose, and at all times its edge was jagged with waves that seemed thrust up in points like rocks Many a man ought to have a bathtub larger than the boat which here rode upon the sea These waves were most wrongfully and barbarously abrupt and tall, and each froth top was a problem in small-boat navigation The cook squatted in the bottom, and looked with both eyes at the six inches of gunwhale which separated him from the ocean His sleeves were rolled over his fat forearms, and the two flaps of his unbuttoned vest dangled as he bent to bail out the boat Stephen Crane, “The Open Boat” Copyright © The McGraw-Hill Companies, Inc Observing is more than just seeing Try to use all your senses when you observe an object or scene: see it, touch it, taste it (if you can), smell it, and listen to it Also, remember that observation is an active skill, not a passive skill Observation is not just watching, not just listening or touching Observation is more than simply being present and noticing what’s going on Observing well often means being aware of yourself and your reactions as you interact with an object, situation, or person Sometimes, trying to “look over your own shoulder,” or imagining yourself to be someone else with a different viewpoint, will help you hone your observation skills ■ Activities A Pick a crowded place at your school, such as the cafeteria during lunchtime or a hall between classes Observe the place and scene carefully On a separate sheet of paper or in your notebook, jot down the location, time, and any other similar specifics Now note as many sensory details of the scene as you can, using as many senses as you can When you feel you have captured the scene, review your list of details and write the first paragraph or two of a short story set in the location you observed B Describe, in a paragraph or two, a meal at your home for a pen pal who has never met you or your family Try to make your description and any action you include as detailed and vivid as possible Writer’s Choice: Thinking and Study Skills, Grade 11 Thinking and Study Skills Name Class Date Formulating Questions Formulating questions helps you clarify issues and explore topics Asking the right questions in the right way can help you discover the most important points of an issue and lead you to new information and new ideas If you don’t understand a particular point or a concept, formulating and asking questions about it can help you to obtain the information you need There are four types of questions you can formulate: personal, creative, analytical, and informational You will find that you can usually apply more than one type of question to a particular problem, and you will frequently be able to apply all the types of questions to a problem You can use the following types of questions when you begin to study a new topic or as a tool for further study of a topic Personal questions can help you decide what’s important to you: Do I want to take the job at the pizza parlor or the job at the grocery store? Creative questions help you to think about things differently: What I think working at the pizza parlor or at the grocery store will be like? Analytical questions help you to find out how things work or what things do: Will I learn more skills that are interesting to me at one job rather than at the other? Informational questions beginning with who, what, where, when, and why help you to see whether any information is missing: Will I be able to take every other weekend off at one job or at the other? ■ Activity You need to write a research paper about imperialism, and you haven’t yet thought of a thesis statement Your mother is working on a family-history project, and she has asked you to contribute a short autobiography You would like to rearrange the furniture in your bedroom so you have more floor space and a better layout Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc Decide which types of questions to use for each of the following situations On a separate sheet of paper, write five questions you would ask for each situation With a partner discuss whether you have asked the most appropriate questions Thinking and Study Skills Name Class Date Using Prior Knowledge When you use prior knowledge, you try to understand a concept or process in terms of a similar concept or process that you have already seen or experienced You might need to use prior knowledge during a conversation, while reading, or even when you are thinking For example, perhaps your history teacher has assigned a research project in which each student prepares an oral presentation on a particular topic You have been assigned “The Enfranchisement of Women in the United States,” and you’re trying to figure out where to begin Because your class has already studied the enfranchisement of African Americans in the United States, you think you might be able to use this knowledge as a starting point Copyright © The McGraw-Hill Companies, Inc You might choose to begin your research by making a chart similar to the one below, listing facts you know about African-American suffrage and trying to find matching facts about women’s suffrage Such a chart will certainly help you to organize your factual material It might also help you to see interesting relationships among the facts you’ve gathered, and it may provide a framework on which to base further research Whenever you encounter a concept or process that you don’t understand, try deciphering it by using prior knowledge Suffrage African Americans Women Times 1870–1965 (and beyond?) 1848–1920 Causes Concept of equality expanded to include all people Greater emphasis on equality; women more educated and politically active Major Events and Legislation • 15th amendment (1870) prohibits government from denying vote on basis of race • 24th Amendment (1964) outlaws poll tax in national elections • Voting Rights Act of 1965 prohibited poll taxes, permitted federal supervision of voter registration, and prohibited major changes in voting laws without federal approval • Convention in Seneca Falls, NY, 1848 • National Woman Suffrage Association and American Woman Suffrage Association formed, 1869 • 19th Amendment introduced in1878 • Wyoming first territory to grant women’s suffrage, 1869 • 19th Amendment ratified, 1920 ■ Activity Read the following passage On a separate sheet of paper, write down what is happening in the passage Describe the prior knowledge that you used to arrive at your conclusions Literature Model When Colin Sherrard opened his eyes after the crash, he could not imagine where he was He seemed to be lying, trapped in some kind of vehicle, on the summit of a rounded hill, which sloped steeply away in all directions Its surface was seared and blackened, as if a great fire had swept over it Above him was a jet-black sky, crowded with stars; one of them like a tiny, brilliant sun low down on the horizon Could it be the sun? Was he so far from Earth? No—that was impossible Some nagging memory told him that the sun was very close—hideously close—not so distant that it had shrunk to a star And with that thought, full consciousness returned Sherrard knew exactly where he was, and the knowledge was so terrible that he almost fainted again Arthur C Clarke, “Summertime on Icarus” Writer’s Choice: Thinking and Study Skills, Grade 11 Thinking and Study Skills Name Class Date Using a Library Libraries are filled with many types of media: books, government pamphlets, audiotapes and videotapes, microfilmed documents, maps, and more Every library maintains a card catalog or a computerized catalog that lists each item owned, and that identifies each item with a number A library may use either the Library of Congress or the Dewey decimal classification system Being familiar with these two numbering schemes will help you find information quickly in any library Category Numbers 000–099 100–199 200–299 300–399 400–499 500–599 600–699 700–799 800–899 900–999 Dewey Decimal System Examples of Major Subcategories Category Encyclopedias, bibliographies General works Ethics, psychology Philosophy Theology, mythology Religion Law, political science, education Social sciences Dictionaries, foreign languages Language Chemistry, astronomy, mathematics Sciences Medicine, engineering, agriculture Technology Painting, music, theater, sports Arts Poetry, plays, essays Literature Ancient history, biography, travel History and geography Major Category Medicine Agriculture Technology Military science Naval science Bibliography and library science ■ Activities A Ask the reference librarian at your school or local library what different materials the library has in addition to its books (for example, periodicals, videotapes, microfiches, art prints, CDs, DVDs, and so on) Think of an event that happened in the United States within the past twenty years, and research it, using at least two resources that are not books Using the materials you chose, write a paragraph summarizing the event and list the two sources B Ask the reference librarian at your school or local library to tell you about any special collections the library may have Write a paragraph listing each special collection, and describing the collection Tell what subject the collection covers (for example, the Civil War), or whether the collection contains a special type of material (for example, the letters of a town founder) C Many libraries offer a series of special lectures or another type of presentation Find out if your library offers any special series, and attend one of the events Write a paragraph summarizing the event Write a second paragraph about the reason the library may offer such special events Describe a special event you would like to attend that your library does not currently offer Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc Library of Congress Classification System Category Major Category Major Category Letters Category Letters Category Letters A General works K Law R B Philosophy and religion L Educational S C–F History M Music T G Geography and N Fine arts U anthropology P Language and literature V H Social sciences Q Science Z J Political sciences Thinking and Study Skills Name Class Date 30 Making Decisions II When you have several given alternatives to choose from, finding the best one can be difficult There are four steps you can follow to arrive at a good solution to any problem: state the goal, generate and evaluate ideas, prepare a plan, and take action State the Goal Our school band wants to have a big celebration for our twenty-fifth anniversary Our goal is to come up with an exciting idea that won’t cost too much, take too long to plan, or involve too much time and effort Generate and Evaluate Ideas We could have a concert in the town auditorium, but it’s expensive to rent the hall, and we couldn’t be sure of selling enough tickets We could hold a parade, but we’d have to get a parade permit, and it might rain We could ask to take part in the town anniversary celebration; we’d have to play where the town specified, and we’d be competing with other activities, but this involves the least trouble and expense for us Prepare a Plan We’ll divide the band into groups One group will read the town’s anniversary plan report and then submit a proposal for our concert Another group will choose the music we will play The third group will make posters and other advertisements for our concert The fourth group will organize a refreshment table to offset the concert cost Take Action Each group decides how best to go about achieving its goal and solves any problems that crop up in the course of performing its tasks State the Goal Generate and Evaluate Ideas Prepare a Plan Take Action Use the four-step decision-making method to outline the steps you will take to make a decision leading to a resolution of each of the following situations With a partner compare and discuss the decisions that you make Although you have no experience, you want to get a summer job as a cook at a local restaurant Your debating team would like to host a debate, to be held in the town hall, on “Recycling in Our State.” The event would be open to the public, and the team would like to invite a state representative and a local environmental expert to debate the issue 30 Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc ■ Activity Thinking and Study Skills Name Class Date 31 Using Creative Thinking I Creative thinking isn’t the prerogative of only creative writers and fine artists The combination of creative and critical thinking can often help to solve a problem or fill a need You may not realize it, but you often bring creative thinking to bear when you are faced with an everyday problem For example, you have probably used a ruler or screwdriver to poke something out from under the refrigerator or to pry the top off something That’s one type of creative thinking: using familiar objects or ideas in a new way, perhaps even in a way that nobody else has thought of Whenever you use a familiar object or concept in a new situation, you are thinking critically and creatively—responding to a need You don’t have to wait for inspiration to strike, though You can exercise your creative thinking by questioning Questioning how objects and ideas work, how they are put together, and what the assumptions behind them are can help you to look at things in a different way or to see things from a different perspective For example, the steam engine was originally designed to pump water from mines But once a reliable steam engine existed, creative people found many uses for it Someone put a steam engine in a boat, and the steamship became a reality Someone else attached a steam engine to a stagecoach, and the locomotive was invented Yet another person thought of using a steam engine to power the machines in a factory Here are some questions that can help guide you to creative thinking What is my goal? As shown in the examples above, a creative process always has a goal or outcome What obstacles are keeping me from achieving my goal? Is any characteristic of my goal preventing me from achieving it? Are there any external obstacles to my goal? Copyright © The McGraw-Hill Companies, Inc Have I ever wished this object or process could work better or differently? Thinking of existing objects or processes in new ways is central to the creative process Is there an object or process that I could combine with this one to achieve a new object or process? Combining unlike objects or processes can often yield valuable insights that lead to a solution ■ Activities A Imagine that you have looked all over your town or area for a summer job, but can’t find a thing Think of three useful skills you have, and, on a separate sheet of paper, describe how you could use your skills in three different free-lance summer jobs of your own devising B Think of a problem in your town or area, such as traffic congestion, and come up with a creative way to solve or to work around the problem On a separate piece of paper, write a paragraph or two detailing your solution, making sure to list the steps or requirements your solution would entail C You’d like to take a real vacation this summer, but you won’t be able to get time off from your job, and you don’t have a lot of spare cash Think of two or three inexpensive yet fun and relaxing getaways you would enjoy, even if you could take only weekends off and you had to stay in your town Writer’s Choice: Thinking and Study Skills, Grade 11 31 Thinking and Study Skills Name Class Date 32 Using Creative Thinking II People think creatively in order to solve a problem or to fill a need Creative thinking is often considered to be thinking about the subject from different angles or from another perspective One key to creativity is simply reorganizing existing information into new patterns For example, suppose you want to reorganize your bed, desk, bureau, and shelves to make more space in your bedroom No matter how much you move the furniture around, you have the same amount of furniture taking up the same amount of space No arrangement seems to work any better than another What if you could fit your bureau into your closet? Your bureau would be out of the room, and you would instantly gain more floor space Also, all your clothes would be in the closet; it might be easier to get dressed and ready in the morning Also, consider your own style of creativity Have you ever been struck with a sudden idea about how to solve a problem? Did it occur when you let your mind rest and wander, perhaps when you were showering or taking a walk? Did it occur while you were tinkering with the problem? If you know what circumstances lead you to creative solutions, you can use that knowledge to help yourself think creatively more often Here is an ancient Chinese puzzle, called a tangram, that may help stimulate your creativity The tangram is made up of seven geometric shapes that can be put together in many different patterns You can make your own tangram by cutting out a four-inch or larger cardboard square Next, cut the seven pieces of the tangram as shown in the left-hand diagram below tangram horse kangaroo A Make the figures shown above using all the pieces of your tangram Trace around each figure on another sheet of paper (Hint: For the silhouetted figure, begin by looking for right angles, and arrange your pieces accordingly.) B Make an original figure with your tangram You may want to consider these categories: buildings, bridges, animals, fish, furniture, and clothing C Write a paragraph discussing the creative processes you engaged in while figuring out how to arrange your pieces to make the silhouetted kangaroo Did inspiration strike after you had put the puzzle down for a while? Did you solve the problem while working on it? 32 Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc ■ Activities Thinking and Study Skills Name Class Date 33 Listening Think about all the things you learn through listening The skill of listening requires you to think actively about what a speaker says or what another type of presentation communicates Many times you also have to listen “between the lines” to understand implied information For example, one of the leaders of student government in your school calls an emergency meeting to discuss an action by the school board to require students who participate in extracurricular activities to pay a user’s fee At the meeting the leader gives a twenty-minute speech aimed at rallying student support to draw up a statement of opposition from the student community regarding the school board’s action If you attended such a meeting, it would be important for you to listen carefully to the speech in order to make a decision about whether to sign an opposition statement The guidelines below would help you to focus your listening • Pay attention to a speaker’s tone of voice, facial expressions, and gestures When a speaker leans forward, increases the volume of his or her voice, or points a finger, he or she is usually emphasizing an important point • Listen for signal words, such as next, second, therefore, and so on These words signal that the speaker is moving from one point to another • Listen “between the lines.” When a speaker makes an important point, take a moment to think about the implications of the statement Are the implications at odds with what the speaker would have you believe? Listen for important points or logical steps a speaker leaves out Such omissions may signal ideas or issues that the speaker is avoiding because they would undermine the argument • Tape-record a lecture Taping a lecture allows you to listen a second time, or as often as you want, in order to understand all that was presented Copyright © The McGraw-Hill Companies, Inc • Summarize the entire presentation in a few sentences ■ Activities A In a group of three or four students, listen to a recording of a political speech, a newscast, or a lecture Write a one- or two-sentence summary of what you heard Compare responses, and list ideas you may have missed or misunderstood B Tape-record a lecture or short speech, listening for signal words and taking notes Then listen to the tape, and review your notes Write one or two sentences noting whether you were able to outline the main points and whether you missed any key statements Writer’s Choice: Thinking and Study Skills, Grade 11 33 Thinking and Study Skills Name Class Date 34 Taking Notes While Listening Have you ever attended a meeting, sat through an assembly program, or watched a video in class and wished that you had taken notes on what you heard? Taking notes while listening is an effective way to focus your attention while listening to a speaker Here are some basic guidelines for taking notes while listening Identify the key points and concepts When a speaker spends a long time on one point, repeats it, writes it on the chalkboard, or uses visual aids to illustrate it, he or she is identifying a key point Take notes in a modified outline form Write only the main ideas of key points Use phrases or one-word notes Listen for transitional words Transitional words indicate a new point Listen for expressions such as on the other hand, or another point, to identify when the speaker is moving on to a new idea Fill in your outline at the end of the lecture Review your outline at the end of the lecture, and fill in as many details as you can remember Remember that your notes are meant to serve as prompts to your memory Key phrases and words are sometimes all you will need to help you recall important ideas and concepts You don’t need to struggle to copy down everything a speaker says ■ Activities B Check your local newspaper for lectures to be given in your area Attend a lecture of your choice with a friend Take notes while listening Compare your notes with those of your friend As a team, report to the class on the main points of the lecture, including a handout to the class summarizing the key concepts based on your notes 34 Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc A Take notes while watching a national news story on television Listen carefully, paying attention to the tone of the announcer’s voice and his or her gestures Note signal words and points the announcer seems to emphasize Review your notes to see which parts of the story were emphasized Then write a short summary of the news item as though you were writing a newspaper story, placing the most important information first, and read your summary to the class Thinking and Study Skills Name Class Date 35 Managing Study Time Are you a procrastinator? Do you put off studying for an exam until the night before? Do you feel overwhelmed by the amount of schoolwork you have to each week? If you are bothered by any of these problems, you can probably benefit from some time-management skills The following study tips can help you to manage your study time Tips to Manage Study Time Find a quiet place to study Choose a regular time to study Set achievable study goals: divide long-term assignments into stages, and prioritize nightly homework assignments Skim material before studying Study with a pen and paper ready; take notes as you study After reviewing, ask someone to quiz you Refresh your attention by taking occasional breaks Don’t cram for tests Form a study group if you think it will be helpful Copyright © The McGraw-Hill Companies, Inc Simply stating your study goals clearly can also help you to make the most of your study time Making sure you know exactly what you need to accomplish before tomorrow can often help you make great strides toward completing all your assignments Try making a list of all your homework assignments as you begin to study, and check or cross each one off as you complete it If you become blocked in the middle of an assignment, try putting it aside for a while, and work on another assignment or take a break A fresh point of view may help you complete that assignment when you return to it later ■ Activities A Take an informal survey of several classmates, asking them where and how they study for a certain subject List each method of studying; then try out two or three that you think might work for you Write a paragraph describing how the methods of studying you tried worked out and whether you will continue to use any of them B Make a list of the things that have distracted you when you study Try to manage your study time to eliminate those distractions Write a paragraph identifying which distractions you tried to eliminate, and describe how successful you were at eliminating them Writer’s Choice: Thinking and Study Skills, Grade 11 35 Thinking and Study Skills Name Class Date 36 Studying A learning log is a journal of your studies In addition to recording formal, outlined notes, you may keep a learning log to record your personal reactions to what you are studying This process lets you supplement and deepen your understanding of any subject by allowing you to step back from your schoolwork to see what you know, to discover what you need to know, and to look at a subject from different viewpoints You can try out a number of different ideas and techniques in your learning log • First Impressions Make a list of your first reactions to what you are studying The questions, responses, and ideas that you record will help you focus on your work • Questions After reading your study materials, make a list of questions that come to mind when you think about the subject • Headlining Try writing headlines, or short phrases that tell the importance of what you are studying or reading • Freewriting Take a break every once in a while, and write whatever comes to mind about the subject you are studying • Reflections Leave space in your learning log to write reflections on what you have learned You may want to answer the questions you had at first, respond to your first impressions, or note connections you see between what you are studying and something else you learned in another subject If you work with a learning log, it can be a valuable supplement to your study materials A learning log can help you identify ideas you don’t understand, so you can home in on difficult concepts at study time, instead of reviewing what you already know The varied techniques you use in your learning log may also help you to think about a subject from many different angles, leading you to new insights A learning log can even provide you with a mirror of your study habits, so you can detect and improve on weaknesses in your study habits or skills A Read the following passage Then use one of the learning log techniques explained above to respond to the passage by writing a learning-log entry B Keep a learning log for a week As you study, think about how you learn some material or why some content is more difficult to learn At the end of the week, read your log Write a paragraph describing whether it helped you focus on your method of studying Model Mannerism is a style of painting that appeared after the Renaissance The mannerists rejected the principles of balance and perspective that were popular in the Renaissance They preferred to portray people and scenes as they saw them, subjectively Mannerists were influenced by the emotional devoutness of the Counter-Reformation Perhaps the greatest mannerist was Domenikos Theotokopoulos, known in Spain as El Greco or “The Greek.”His paintings of saints used elongated figures and manifested strong religious feelings 36 Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc ■ Activities Thinking and Study Skills Name Class Date Learning from Graphics I 37 You will frequently find graphics in the materials you read—newspapers, textbooks, even school and business reports A bar graph is one type of graphic frequently used to display statistical information that might otherwise be difficult to understand Look at the bar graph below By examining any bar graph closely, you can often glean a wealth of information A bar graph shows measurements along the horizontal or the vertical axis and lists the items measured along the other axis The most important idea to remember about a bar graph is that the bars’ heights or lengths always show the different amounts, quantities, or values associated with each of the items listed along the other axis For example, the bar graph below shows that in 1990 New Mexico had 1,515,000 inhabitants, while Arizona, its next-door neighbor, had 3,665,000 inhabitants You can also make concrete statements about the information described in a bar graph For example, you could perform a quick calculation using the bar graph to arrive at this statement: “In 1990 Colorado (3,294,000 inhabitants) had approximately times the population of adjacent Wyoming (454,000 inhabitants).” ■ Activities A Look at the bar graph below On a separate sheet of paper, write one or more complete sentences that answer the questions below Mountain States’ Populations in 1960 and 1990 Population in Thousands Copyright © The McGraw-Hill Companies, Inc 4,000 3,500 3,000 2,500 3,665 3,294 1990 2,000 1960 1,500 1,000 500 1,302 1,754 Arizona Colorado 1,007 667 Idaho 799 675 1,202 285 Montana Nevada 1,515 1,723 951 891 454 330 New Mexico Utah Wyoming Mountain States Which Mountain State experienced the greatest percentage of population increase from 1960 to 1990? Which Mountain State experienced the lowest percentage of population increase from 1960 to 1990? State one trend that is true for all the Mountain States from 1960 to 1990 Which Mountain State’s population quadrupled betwen 1960 and 1990? B Use your responses to the previous items, or draw new conclusions of your own, to write one paragraph describing population trends in the Mountain States from 1960 to 1990 Then find data of your own in a magazine, book, or newspaper, and create a bar graph to present the data Writer’s Choice: Thinking and Study Skills, Grade 11 37 Thinking and Study Skills Name Class Date 38 Learning from Graphics II When you see complex graphics in your textbooks, a news magazine, or a newspaper, you glance at them briefly and then read the text, or you examine them carefully? You can often learn more than you might think by studying complex graphics carefully A process diagram is one type of complex graphic that shows all the steps of a particular process When examining a process diagram, first see what kind of process it is Process diagrams can be linear (like a recipe, with a clear beginning, middle, and end) or cyclical Next, identify each step in the process Follow the steps throughout the diagram, making sure that you know how each step relates to the process If you will be performing the process, then before you begin, make sure that you understand what is involved and is required of you at each step You can also test your understanding of a process diagram by trying to make concrete statements about it, or even by writing it as a series of steps ■ Activities A The process diagram below shows how to make miniature pizzas On a separate sheet of paper, write one or more complete sentences that answer the following questions peppers, mushrooms browned refrigerator biscuits, flattened to 1/4-inch circles shredded cheddar and grated Parmesan cheese greased baking sheet tbsp oregano, minced garlic clove tomato paste, vegetable mixture 425° 30 T O M AT O How many ingredients you need to make the miniature pizzas? Which pieces of cooking equipment you need to make the miniature pizzas? What are the three main steps of the process? B On a separate sheet of paper, write the process shown in the diagram as a recipe card (list the ingredients first, then write the directions in a paragraph or two) Be sure to list each step in order and to use transition words 38 Writer’s Choice: Thinking and Study Skills, Grade 11 timer Copyright © The McGraw-Hill Companies, Inc baking time: 30 minutes Thinking and Study Skills Name Class Date Taking Tests I 39 Throughout your schooling, you will take standardized tests, which are administered under similar conditions and scored objectively The best preparation for standardized tests is a thorough review of question formats Review pages 816 through 821 of your textbook before answering the following practice questions ■ Activity Circle the letter of the correct answer for each of the following questions Antonym ANGER: (A) contentment (B) composure (C) amity (D) accord (E) calm Analogy CAR : DRIVER :: (A) airplane : stewardess (B) rider : horse (C) bicycle : bicyclist (D) pool : swimmer (E) baby : carriage FLAG : COUNTRY :: (A) Oscar : movies (B) cross : Christianity (C) book : cover (D) Nobel Prize : literature (E) column : architecture Sentence Completion Although Einstein was a pacifist and worked for peace all his life, his research led to the development of _ (A) World War II (B) the special theory of relativity (C) the atomic bomb (D) quantum mechanics (E) the United Nations Copyright © The McGraw-Hill Companies, Inc Reading Comprehension Although author William Faulkner was not a good student and quit high school in the tenth grade, he was a voracious reader and writer At the outbreak of World War I, the U.S Army rejected him because he failed to meet the height and weight requirements He managed to enlist in the Canadian Air Force and was trained for flight duty, but the war ended before he was commissioned After the war he took some courses at Oxford but did poorly in English According to the passage, it is wrong to say that (A) Faulkner was not a good student (B) Faulkner graduated from college (C) Faulkner was rejected by the U.S Army (D) Faulkner trained with the Canadian Air Force (E) Faulkner never fought in World War I Usage While searching the kitchen for a large spoon, the cook bumped into the table, knocked A B C D the dish of peas to the floor No error E Sentence Correction She was the woman who the director credited with the play’s success (A) who the director credited with the play’s success (B) whom the director credited with the play’s success (C) who the director said was a success (D) who succeeded the director with the play (E) which the director credited with the play’s success Writer’s Choice: Thinking and Study Skills, Grade 11 39 Thinking and Study Skills Name Class Date 40 Taking Tests II Essay tests require you to use a number of skills You must be able to recall specific information, organize and comment on it according to the directions, and manage your time so that you can complete your essays Your mind can sometimes go blank when you’re faced with essay questions If you are prepared, though, you needn’t worry Essay questions provide clues that tell you how you should answer them Key words and phrases in the question—for example, compare, contrast, explain, identify the reasons, and describe—tell you the kind of activity you should perform Reading the essay question thoroughly is, therefore, often the key to a successful essay Once you have read the question, you can frequently identify its most important parts and mold them into a topic sentence for your answer, as shown in the chart below Essay Question Word Clues Action Expected Compare the economies of southern states before and after the Civil War Compare Point out similarities and differences Identify the reasons that Oliver Twist joined Fagin’s gang Identify the reasons that something happened Point out causes Topic Sentence (revised question) The southern states’ economies before and after the Civil War were based on the same economic realities, yet they functioned in very different circumstances Oliver Twist joined Fagin’s gang for three reasons Review your supporting details, making sure that each supports your thesis statement adequately You should eliminate any that not strengthen your position You now have all your building blocks ready at hand; you can confidently begin to write your essay When you have finished your essay, remember to check your answer Note whether you included all the supporting details in the appropriate order, that you used transitional words appropriately, and that your grammar, spelling, and punctuation are correct ■ Activity On a separate sheet of paper, make a chart like the one shown above for each of the following essay questions Discuss the effects of commercial advertising on consumer purchasing Contrast the structure of the short story and the novel Discuss the importance of education in a democracy Identify the ways we know the earth revolves around the sun 40 Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc Once you have identified the activity you should perform and written a thesis statement, you should outline the most important supporting information that you will use in your essay Take a moment to write each supporting detail out as a complete sentence, and arrange or list the details in the order in which you think you will use them Thinking and Study Skills Answers ■ PAGE ■ PAGE Guidelines: Be sure that each response includes a definition of the problem and one or more reasonable, possible solutions Guidelines: Each response should demonstrate that the student knows which reference source to utilize in finding the information requested Responses should include the specific name of the reference source where the information was found as well as additional sentences further explaining the topic ■ PAGE Guidelines: Check that the student’s response includes sufficient plans for each step of the process ■ PAGE Activity A Guidelines: Each list of details should include a wide variety of sensory details The paragraph(s) should be lively accounts of the scene and should be rich in observed detail Activity B Guidelines: The paragraph(s) should describe the meal in a lively manner and should be rich in detail ■ PAGE Guidelines: Make certain that each response includes five thoughtful questions that touch on as many aspects of the subject as is reasonable ■ PAGE Copyright © The McGraw-Hill Companies, Inc Guidelines: Each response should attempt to state clearly what has happened to Sherrard, where he is, and in what situation he now finds himself Possible answer: Sherrard has crashed on a planet or asteroid [“Was he so far from Earth?” tells the reader that Sherrard is clearly not on Earth.] ■ PAGE Guidelines: Notes should follow the guidelines given on the page Students should use one note card for each topic and clearly identify and distinguish between the main ideas and the important details Notes should be in a consistent and appropriate format, and should be brief ■ PAGE Guidelines: Be sure that the outline includes the points and examples given in the paragraph Possible answer: Ring of Fire A Encircles Pacific Ocean B 60 percent of world’s active volcanoes C Eruptions in last fifteen years Mt Pinatubo in Philippines and Mt Unzen in Japan in 1991 Augustine in Alaska in 1986 Nevado del Ruiz in Columbia in 1985 D We must adapt to this natural phenomenon ■ PAGE 10 Activity A Guidelines: The compare-and-contrast chart should include the three points given in the paragraph Possible answer: ■ PAGE Activity A Guidelines: Each paragraph should be a cogent summary of the chosen event, and each student should have used at least two sources that are not books Activity B Guidelines: Each paragraph should indicate that the student understands a collection’s purpose and knows what types of materials it contains Activity C Guidelines: Each summary should indicate that the student attended and paid attention to the event Each discussion of the reason the library offers special events should indicate that the student has considered the value of the public library to the community Each student should clearly indicate a special event that would be interesting to him or her, one that might be interesting or valuable to the community Bacteria Viruses Definition single-celled organisms core of nucleic acid Coating cell wall Reproduction binary fission protein coating take over host’s proteinmaking process Activity B Guidelines: The compare-and-contrast chart should include the four topics listed in the instructions; other topics of interest may be added to the chart, as well Possible answer: Where They Get Ideas Cléo His adventures; Boudreau ship’s log and typing Barbara From things people Brandon say; observing Favorite Method of Drafting Early morning, on boat; handwriting Builds dialogue around an idea; drafts and sketches Writer’s Choice: Thinking and Study Skills, Grade 11 41 Thinking and Study Skills ■ PAGE 11 ■ PAGE 17 Activity A Guidelines: The classification should list all the relevant equipment according to its category Some items may reasonably be listed in more than one category Activity A Guidelines: Each answer should state the main idea briefly and should not include unnecessary details Possible answers: If you decide to live in a foreign country, you don’t have to give up your U.S citizenship; you can also take advantage of many travel and lodging bargains while you’re there Activity B Guidelines: The two classification schemes should focus on the materials listed in the lesson Activity C Guidelines: The classification should include the four categories given in the directions; other topics of interest may be added to the chart, as well ■ PAGE 12 Guidelines: Time lines should follow the guidance on the page ■ PAGE 13 Guidelines: Be sure that each response indicates an understanding of the difference between components and attributes ■ PAGE 14 Guidelines: Be sure that the response covers all the types of cause-and-effect relationships, and that the suggestions are reasonable ■ PAGE 15 Activity B Guidelines: Each description should describe the same room, and should describe the same objects and impressions in the room ■ PAGE 16 Activity A Guidelines: Each metaphorical chart should list a reasonable number of concrete similarities between the two processes Activity B Guidelines: Each metaphorical chart should list a reasonable number of concrete similarities between the two concepts Activity C Guidelines: Each metaphorical relationship should include a reasonable number of concrete similarities between the two objects or ideas 42 Writer’s Choice: Thinking and Study Skills, Grade 11 ■ PAGE 18 Activity A CE EO CR CR T CE T EO Activity B Guidelines: Each answer should demonstrate an understanding of how each type of logical error works ■ PAGE 19 Activity A Possible answers: Kyong is happy today Brian didn’t water my plants last week Tom received his bonus at work Mr Brown turns up the thermostat before Mrs Brown wakes up Ernest has been studying harder Activity B Guidelines: Each sentence should demonstrate an understanding of the process of making an inference and should include enough information to allow the reader to make a reasonable inference ■ PAGE 20 Activity A Possible answers: Marlene’s bread will turn out poorly Fred won’t have time for all his after-school activities and chores; or Fred will choose to one or two of the activities instead of all three Jerry will well on his chemistry final Mark will ask his brother to go with him to the game The baseball team may win this home game Activity B Guidelines: Each sentence should demonstrate an understanding of the process of making a prediction, and should include enough information to allow the reader to make a reasonable prediction Copyright © The McGraw-Hill Companies, Inc Activity A Guidelines: Each response should use as many details as possible to present the material in a paragraph or two using another organizational pattern Activity B Guidelines: Each answer should state the main idea briefly and should not include unnecessary details Thinking and Study Skills ■ PAGE 21 ■ PAGE 28 Guidelines: Each response should demonstrate careful thought about the topic, and the lists of brainstormed responses should also be presented as graphic organizers Activity A Guidelines: Each answer should use the options given in the problem—or the student’s own idea that presents a different, yet workable solution—and the student must state clearly defined actions that could lead to a likely solution ■ PAGE 22 Activity A Guidelines: Be sure that the summary briefly describes the work, perhaps including one or two important events Activity B Guidelines: Be sure that the summary captures the essence of the news story ■ PAGE 23 Guidelines: Each response should include clear, thoughtful questions that the student might reasonably be able to explore in order to restructure his or her knowledge Guidelines: Each answer should demonstrate use of the model and should arrive at a reasonable decision ■ PAGE 30 Activity A Guidelines: Each response should include a clear, distinct action at each of the four steps of the decision-making process and should show a reasonable plan of action ■ PAGE 31 ■ PAGE 24 ■ PAGE 25 Activity A Guidelines: Each response should indicate the student’s perceived strengths and should include three interesting or unusual examples of how these skills might be put to use Activity A Guidelines: Each response should clearly establish, verify, and assess the student’s criteria for evaluating poetry Activity B Guidelines: Each response should include a clear solution to the problem Activity B Guidelines: Each response should clearly establish, verify, and assess the student’s criteria for evaluating speeches and logical arguments Activity C Guidelines: Each response should describe two or three activities or locations the student would enjoy Guidelines: Each conclusion should be supported by three reasonable examples of evidence or suitable arguments Copyright © The McGraw-Hill Companies, Inc ■ PAGE 29 Activity C Guidelines: Each list should include reasonable criteria by which to judge a painting and should not merely be a list of likes and dislikes ■ PAGE 32 Activity A, B Students should form the figures as directed ■ PAGE 26 Activity C Guidelines: Each response should discuss the student’s particular process of solving the tangram puzzle Activity A Guidelines: Each learning log should indicate an effort to understand learning styles ■ PAGE 33 Activity B Guidelines: Each of the three lesson plans should demonstrate an understanding of each of the learning styles ■ PAGE 27 Guidelines: Each answer should include a clear, distinct use of each step of the IDEAL process Activity A Guidelines: Each summary should be clear and precise and should include a number of supporting details Each list should indicate details or main points the student missed while listening to the lecture Activity B Guidelines: Each response should indicate whether the student’s note-taking skills are adequate, or whether the student feels his or her note-taking skills need extra work Writer’s Choice: Thinking and Study Skills, Grade 11 43 Thinking and Study Skills ■ PAGE 34 ■ PAGE 38 Activity A Guidelines: Each news story should state first the most important points marked on the list, and each summary should be a clear, readable rendition of the points listed Activity A ingredients frying pan; baking sheet; oven brown peppers and mushroom; spread mixture on biscuits; bake pizzas Activity B Guidelines: Each summary should clearly state any differences between the two sets of notes You may wish to use these responses to target students who need extra help with listening skills ■ PAGE 35 Activity A Guidelines: Each paragraph should indicate that the student has tried two or three of the studying methods discussed, and should evaluate the effect each method had on his or her work Activity B Guidelines: Each paragraph should list some distractions and should indicate an effort to eliminate them Activity B Guidelines: Each response should be written in a clear, logical order and make good use of transitions ■ PAGE 39 E C B C B D B ■ PAGE 40 Guidelines: Each response should include a chart leading to a topic sentence ■ PAGE 36 Activity A Guidelines: Each response should demonstrate an association about the passage, state a personal reaction to it, or indicate how the passage has piqued the student’s curiosity Activity B Guidelines: Each paragraph should demonstrate that the student has attempted to think critically about his or her learning and studying skills Activity A Guidelines: check that each response relies on the bar graph data to construct a complete, concrete sentence Possible answers: The Mountain State of Arizona gained 2,363,000 inhabitants between 1960 to 1990, the greatest number of new inhabitants of any Mountain State during that period Montana and Wyoming experienced the lowest population growth of any Mountain State between the years of 1960 and 1990, at 124,000 new inhabitants each During the three decades from 1960 to 1990, all Mountain States experienced the trend of population growth The Mountain State of Nevada experienced more than four-fold population increase between 1960 and 1990 Activity B Guidelines: Each response should draw on the statements elicited in Activity A or include other reasonable statements based on the data shown in the bar graph 44 Writer’s Choice: Thinking and Study Skills, Grade 11 Copyright © The McGraw-Hill Companies, Inc ■ PAGE 37 ... Choice: Thinking and Study Skills, Grade 11 Thinking and Study Skills Name Class Date 10 Comparing and Contrasting Comparing and contrasting can help you organize and understand... Try to make your description and any action you include as detailed and vivid as possible Writer’s Choice: Thinking and Study Skills, Grade 11 Thinking and Study Skills Name Class... of work (drama, comedy, and so on), and any other classification criteria you can determine Writer’s Choice: Thinking and Study Skills, Grade 11 11 Thinking and Study Skills Name Class