
- •Т.П.Мироненко, л.С.Добровольська Стиль та стилістика сучасного англомовного публіцистичного тексту
- •Introduction
- •Thinking, reading and writing critically
- •Thinking critically
- •Reading critically
- •Reading Inventory
- •Writing critically
- •Questions to check the essay over
- •Lewis thomas (1913)
- •To err is human
- •Meaning
- •Gene fowler
- •The unsinkable mrs. Brown
- •Meaning
- •Language: words derived from classical history and mythology
- •Composition
- •H. Munro fox
- •The colors that animals can see
- •Meaning
- •Language: word origins
- •Composition
- •The murder they heard
- •Meaning
- •Language: writing for an audience
- •Composition
- •Lincoln steffens
- •I get a colt to break in
- •Meaning
- •Language: idioms
- •Susan sontag (born 1933)
- •On aids
- •Geoffrey canada (born January 13, 1952)
- •Meaning
- •Composition
- •Articles nicholas dawidoff (born November 30, 1962)
- •To give or not to give
- •Vocabulary Exercises
- •John Ezard don’t be frit, local dialects are alive and thriving
- •Daft, fond, cakey or barmy
- •Yack me an oxter toozday The key to life is not who you know but where you are.
- •The invasion of the english language
- •Vocabulary exercise
- •Supplementary reading Joseph Brodsky (24 May 1940 – 28 January 1996)
- •Tomas Venclova (born September 11, 1937)
- •The Best Way to Love our Identity t. Venclova
- •Eudora welty (April 13, 1909 – July 23, 2001)
- •A Summer Trip
- •Tom wolfe (born March 2, 1931)
- •Thursday morning in a new york subway station
- •John Updike (March 18, 1932 – January 27, 2009)
- •My grandmother
- •John henry newman (21 February 1801 – 11 August 1890)
- •The end of education
- •Robert Staughton Lynd (September 26, 1892 – November 1, 1970)
- •The underclass
- •Perri klass
- •Learning the language
- •Glossary of useful terms
- •Sample 1 Tips for student – the way to a good composition/essay
- •Important to remember in your paragraphs
- •Questions for individual work
- •Sample 2 Tips for student – the way to a good composition/essay
- •4 Ways to Support a Topic Sentence:
- •Introductions:
- •Questions for individual work
- •Bibliography
Thinking critically
Recent psychological studies have shown that “thinking” and “feeling” are complementary operations. All of us have feelings that are automatic and instinctive. To feel pride after winning first place at a track meet, for example, or to feel anger at a spiteful friend is not behavior we have to study and master; such emotions come naturally to human beings. Thinking, on the other hand, is much less spontaneous than feeling; research suggests that study and practice are required for sustained mental development.
Thinking critically involves grappling with the ideas, issues, and problems that surround you in your immediate environment and in the world at large. It does not necessarily entail finding fault, which you might naturally associate with the word critical, but rather suggests continually questioning and analyzing the world around you. Thinking critically is the highest form of mental activity that human beings engage in; it is the source of success in college and in our professional and personal lives. Fortunately, all of us can learn how to think more critically.
Critical thinking means taking apart an issue, idea, or problem; examining its various parts; and reassembling the topic with a fuller understanding of its intricacies. Implied in this explanation is the ability to see the topic from one or more new perspectives. Using your mind in this way will help you find solutions to difficult problems, design creative plans of action, and ultimately live a life consistent with your opinions on important issues that we all must confront on a daily basis.
Since critical or analytical thinking is one of the highest forms of mental activity, it requires a great deal of concentration and practice. Once you have actually felt how your mind works and processes information at this level, however, recreating the experience is somewhat like riding a bicycle: you will be able to do it naturally, easily, and gracefully whenever you want to.
Our initial goal, then, is to help you think critically when you are required to do so at university, at work, or in any other area of your life. If this form of thinking becomes a part of your daily routine, you will quite naturally be able to call upon it whenever you need it.
Working with the rhetorical modes is an effective way to achieve this goal. With some guidance, each rhetorical pattern can provide you with a mental workout to prepare you for writing and critical thinking in the same way that physical exercises warm you up for various sports. Just as in the rest of the body, the more exercise the brain gets, the more flexible it becomes and the higher the levels of thought it can attain. Through these various guided thinking exercises, you can systematically strengthen your ability to think analytically.
As you move through the following chapters, we will ask you to isolate each rhetorical mode — much like isolating your thoughts—so that you can concentrate on these thinking patterns one at a time. Each rhetorical pattern we study will suggest slightly different ways of seeing the world, processing information, and solving problems. Each offers important ways of thinking and making sense of our immediate environment and the larger world around us. Looking closely at rhetorical modes or specific patterns of thought helps us discover how our minds work. In the same fashion, becoming more intricately aware of our thought patterns lets us improve our basic thinking skills as well as our reading and writing abilities. Thinking critically helps us discover fresh insights into old ideas, generate new thoughts, and see connections between related issues. It is an energizing mental activity that puts us in control of our lives and our environment rather than leaving us at the mercy of our surroundings.
Each chapter introduction provides exercises designed to help you focus in isolation on a particular pattern of thought. While you are attempting to learn what each pattern feels like in your head, use your imagination to play with these exercises on as many different levels as possible.
When you practice each of the rhetorical patterns of thought, you should be aware of building on your previous thinking skills. As the book progresses, the rhetorical modes become more complex and require a higher degree of concentration and effort. Throughout the book, therefore, you should keep in mind that ultimately you want to let these skills accumulate into a full-powered, well-developed ability to process the world around you.