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JANUARY 17, 2018

THONNEY CHAPTER 2
STEPHEN FOX “BEYOND AI: MULTI-INTELLIGENT (MI) COMBINING NATURAL AND
ARTIFICIAL INTELLIGENCES IN HYBRID BEINGS AND SYSTEMS”
TODAY’S CLASS

• Reminders: Dropbox folder and Syllabus quiz


• Review concepts from Thonney Chapter 2
• Small group work based on Fox article
DROPBOX FOLDER AND SYLLABUS QUIZ

• If you did not create a shared folder that met the guidelines for the
assignment, you should have received an email.
• You must create the folder in order to pass this course. I will not grade your
work until I have a way to return it to you.
• If you did not name your syllabus quiz document correctly or if you did not
submit it using the course website link, you will not receive credit for the
syllabus quiz.
THONNEY CHAPTER 2:
STRATEGIES FOR READING ACADEMIC WRITING
• Understanding the context of the reading
• Who is the intended audience? What is the purpose of the piece?

• Making predictions about what’s ahead


• Reading actively to make connections
• Annotating, taking good notes, asking questions
• Adjusting how you read based on why you are reading
KEY TERMS
• Annotations: comments written on a text while reading. This includes summary,
response, questions, or marks that draw attention and engage the reader.
• Peer-reviewed journal: Publications that publish for scholars in a particular
discipline. Other experts ensure that the standards for research are upheld.
• Rhetorical reading: Using knowledge of the writer, audience, purpose, context,
situation, and genre to help understand and interpret a text.
• Sample: When learning about a population of people or objects, researchers
observe, survey, or analyze a subset of the population called the sample This is then
used to draw conclusions about a larger population.
STRATEGY 1: UNDERSTANDING THE CONTEXT
• Understanding the rhetorical situation
• Who is the author?
• Who is the intended audience?
• What is the genre?
• What is the purpose?
• This can help you determine what to expect while you are reading.
• This can also help you adjust the type of notes you take.
• Content-based focused on what is being said
• Structure-based based on the form and how it is being said
STRATEGY 2: MAKING PREDICTIONS
• Preview the text
• Look at titles and subheadings to understand what the major/minor points are
• Read the abstract if available to help identify the purpose/main claim of the article
• Skip ahead to the conclusion to understand why the argument matters
• Look for signal words
• Introduce examples
• Clarification of ideas
• Introduce counterclaims
• Show cause/effect relationship
• Emphasize points
• The chart on pg. 45 contains examples of signal words.
STRATEGY 3: READING ACTIVELY
• Mark up the text as you read by annotating
• Make comments, write questions, summarize your ideas.
• Use arrows, stars, etc. to draw your attention to important parts.
• Underline or highlight thesis statements and topic sentences for easy reference later.
• Keep in mind these questions as you read:
• What assumptions or biases does the author have?
• What reasons or evidence supports the claims?
• How does this part of the text relate to other parts?
• What is the purpose of each paragraph? Consider what role it plays in constructing the argument.
• Does my own experience or idea confirm or contradict what the author is saying?
• Make connections as you read – both within the text and with other texts on the same
topic.
STRATEGY 4: ADJUSTING HOW YOU READ

• Learn to adjust your reading.


• Based on reason for reading and comprehension level.
• Read critically.
• Don’t accept claims at face value by slowing down and looking closely at them.
• Alter Reading Onscreen
• Devote time to longer texts.
• Take breaks to avoid eyestrain.
• Be sure to take notes or annotate the pdf for easy reference later.
QUESTIONS FOR DISCUSSION

• What do you find most challenging about reading college assignments?


• What strategies have you found to be helpful when reading textbooks or
other assignments?
• Which of the strategies outlined in Thonney’s chapter did you find most useful
for today’s reading?
ARTICLE REVIEW

• This is the first task that you are being asked to do for each of the articles you
choose for Project 1: Research and the American Media.
• What is a critical review of an article?
• Evaluates the strengths and weaknesses of the ideas and content
• Provides description, analysis, and interpretation of that content
SMALL GROUP ACTIVITY

• In groups of 3-4, complete the Article Review worksheet (Parts 1 and 2) for
the Fox article that you read for today.
• You should discuss each question and response as a group, but each person
is responsible for their individual worksheet.
• I don’t anticipate that you will, but if your group finishes early, start writing
an outline for a potential response to Part 3.
FOR FRIDAY

• Read Thonney Ch 3: “Reading Academic Arguments”


• Read Richardson article
• Don’t forget to take notes as you read and to apply concepts from Thonney to help you
process the material.
• Also, consider the similarities and differences between this article and Fox’s article. Start
thinking about how these two articles are engaged in the same conversation.

If you have not created your Dropbox folder, please do so as soon as possible.

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