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Critical reading Discussion. FKIP UNISKA Kediri

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Source 3: 7 critical reading strategies and activities to do with students

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Source 3: 7 critical reading strategies and activities to do with students

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Source 4: Critical Thinking, Reading, and Writing

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Source 4: Critical Thinking, Reading, and Writing

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5 Things You Must Never Forget (by Greg Soltis)

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5 Things You Must Never Forget (by Greg Soltis)

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Whether it is a name, date, or directions, there always seems to be something new to remember. Yet you probably feel like there's just not enough room in those little brain cells of yours to cram the latest tidbit. And unfortunately you have no external hard drive. But don't despair. Several recent studies reveal how memory works and what you can do to improve it.
1. The Aided Memory
Don't want to forget what you learned today? Sleep on it. Naps, ideally 90 minutes long, help you register the happenings and how-to's learned during the day. Then when you catch your z's at night, your brain creates memories of the day's events.
But overload your brain with long-term memories and you may struggle to remember recent events.
Scientists once thought that memory improved when new neurons were created in the hiopocampus. the region of the brain that forms memories. Instead, a better memory may be possible in brains with less new neurons developing in the hippocampus.
Recent studies also found that migraines, music, habits, zinc, and thinking like a child each improved individual memory.

2. The Jaded Memory
Doctored photos can skew how you perceive the past, according to a recent study using images of well-known demonstrations. The first was the well-known picture of a man blocking a row of tanks in Tiananmen Square in 1989 with a crowd of spectators added to the original. And the second photograph showed a 2003 anti-war protest in Rome, with both riot police and a masked protester added to the picture. Those who viewed the altered images recalled more violence and damage than actually occurred, compared to those who saw the original snapshots. People who looked at these altered images also felt less inclined to participate in future demonstrations than those who viewed the original photographs.
These results should not come as a big surprise. Participants of previous studies also thought their imagined images were real.
Other detriments to achieving total recall could include catching a cold, smoking a joint, playing football, and being a guy, research shows.

3. The Aged Memory
Partially due to the decline in hippocampus function with age, the elderly suffer from a loss of episodic memory. This impairs their ability to recall more vivid memories—what was seen, heard, or felt during a previous event. And because we use the same parts of the brain to imagine and to remember, older adults may not only become forgetful but also struggle to picture hypothetical situations. But some seniors have staved off memory decline by maintaining active social lives and simply believing that they still have a good memory.
Interestingly, the risk factors for dementia—obesity, hypertension, and high cholesterol-coincide with those for cardio-vascular disease. Scientists found that having only one of these three risk factors doubles the chance of getting dementia. And suffering from all three risk factors makes dementia six times as likely. Controlling for these three factors can save both the heart and brain. But the factors of genes and age cannot be denied.
The elderly may improve their memory in a few weeks by eating well, exercising, and keeping mentally sharp. To prevent drops in blood glucose, seniors should eat five meals daily. These should be high in whole grains, antioxidants, and omega-3 fats. And the golden years should consist of brisk daily walks, stretches, relaxation exercises, brainteasers or other mental stimulants. Consistent mental exercise has been shown to cut the risk of dementia in half.

4. The Educated Memory
Educated individuals often have more knowledge at their disposal. Studies show that the more you know, the easier it is to learn about related topics. And the degree-holding older crowd outperforms its less educated counterpart on mental-status tests.
But the ability to remember what was learned seems to decline at a faster rate. Granted, the more one knows, the more one has to forget. But don't expect the springs of your education to feed the fountain of youth against memory loss.
Those with a higher working-memory capacity sacrifice this advantage when sweating bullets during pressure-filled situations. For example, worrying about potential mistakes on an exam squanders brain activity that could otherwise be devoted to recalling a synonym for "fastidious" or calculating the surface area of a sphere.

5. The Devastated Memory
Poignant events have a more lasting impact compared to lackluster experiences that usually don't stay in the brain's long-term storage unit. And our recollection of events that triggered a bad memory are more likely to be accurate than memories from more uplifting times in our lives. This is because these trying times compel the brain to focus on a specific detail.
Trying to forget a bad memory is possible, but will likely require many attempts. If successful, your brain will first negate the sensory aspects of the memory before removing the actual memory.
And don't forget that from an evolutionary standpoint, it makes sense that traumatic times have a long shelf life. The survival of a species is enhanced by its ability to remember threatening situations and then avoiding them when they happen again.

COMPREHENSION CHECK
Circle the best answer to the following questions.
1. What is the topic of this reading?
A.  Five things you must never forget
B.  Memory
C.  Memory problems and improvement
D.  Jaded memories
2. What would be a good guide question to ask about the first subheading, "The Aided Memory"?
A.  What is the aided memory?
B.  Where is the aided memory?
C.  When do we use aided memory?
D.  Why is there an aided memory?
3. What does the word hippocampus mean in paragraph 4?
A.  New neurons
B.  Migraines
C.  What scientists once thought about the brain
D.  The region of the brain that forms memories
4. What type of vocabulary context clue did you use to figure out the meaning of the word in question 3?
A.  Definition clue
B.  Synonym clue
C.  Antonym clue
D.  Inference clue
5. What does the word skew mean in paragraph 6?
A.  Improve
B.  Destroy
C.  Change or alter
D.  Eliminate
6. What type of vocabulary context clue did you use to figure out the meaning of the word in question 5?
A.  Definition clue
B.  Synonym clue
C.  Antonym clue
D.  Inference clue
7. What do you think the term episodic memory means as it is used in paragraph 9?
A.  A memory that comes and goes
B.  Memories related to events
C.  Memories related to learning academic information
D.  Memory that older adults use
8. In subsection 4, "The Educated Memory," what is the topic?
A.  Good memory
B.  Learning
C.  Good and bad memory
D.  Education and memory
9. According to subsection 5, "The Devastated Memory," which type of events are most likely to be remembered inaccurately?
A.  Bad events
B.  Confusing events
C.  Events related to learning
D.  Happy events
10. What is the topic of subsection 5, "The Devastated Memory"?
A.  Good memory
B.  Learning
C.  Traumatic or bad memory
D.  Poignant memory

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To continue to be internally motivated, you need to set achievable goals. For some people, setting goals is something automatic and natural. For others, actually writing down goals seems forced and awkward. Regardless of which category you fall into, there's little doubt that thinking about and actually writing clown long-term, intermediate, and short-term goals is effective. If you do not know specifically what you want to accomplish, then it is hard to accomplish those goals. Also, when the going gets rough, referring to these goals can boost morale and reposition you on your path to be successful.
Maybe you find it easy to set an intention, or a mental plan about something you mean to do, like to do quality work or get good grades. But having intentions may not be enough. The next step is to actually take those intentions and convert them into goals. Here's the difference. An intention is "I intend to get a B in English 101 this semester" or "1 plan to pass my classes." A goal, in contrast, is written down and provides some strategies to realize the intention, or to make it happen. A goal is "I will get a B in English 101 this semester by completing all the readings prior to the class for which they are assigned" or "I will observe the study strategy of spaced practice for test review by starting to study at least five days before each test" or "I will make use of the writing and learning facilities at my college immediately if I have difficulty in the class." Intentions are vague while goals are concrete and very specific.
The brain likes information to be organized so that the information can be easily digested. Similarly, as a student you want to be organized and always be aware of where you are going and exactly what you need to accomplish to get there. This type of focus on outcomes and routes for achieving these outcomes often separates an okay student from an outstanding student. It's easy for time to slip away, and without a concrete and realistic plan, you'll end up with little to show for that time. Better to have some concrete and realistic ideas of where you want to be by the end of the day, week, month, and year and have a step-by-step plan of how to get where you want to be!
Long-term goals are life goals that help you see where you are now in relation to where you want to end up in the future. Examples of long-term goals are to use your sociology degree to obtain a position in a social service agency working with disadvantaged children, and to make enough money at that job to afford to live in a decent apartment in the city of your choice. Long-term goals are important because they help you deal with the pressures, burdens, and sacrifices you make today. Think of long-term goals as the "light at the end of the tunnel" when you are staying up late to get that reading assignment done for the next day. Of course, if you plan your time correctly and gauge the length and difficulty of your assignments accurately, this won't happen too often!
Intermediate goals are goals that span two to five years. An example of an intermediate goal is an action plan to attain an associate of arts degree within two and a half years and then transfer to a four-year college to earn a bachelor's degree in sociology. To make this a concrete goal rather than just an intention, you need to plan out your course of study with an advisor at your college so you know exactly what courses you will need to complete during which semester. In addition, you want to make sure that the courses for the associate's degree transfer smoothly to the program of study at the four-year college or university to which you intend to transfer.
Short-term goals (which are sometimes called objectives) are the goals you set for yourself to accomplish in day-to-day activities that lead you to your intermediate and long-term goals. An example of this is wanting to outline your psychology textbook chapter by Thursday so you are prepared when the information is presented by your instructor in class on Friday morning. Short-term goals can also be the goals you set for the semester. For example, you might intend to earn at least a C in each of your classes this semester, as that would put you in good standing academically. In addition, you might intend to note specific strategies for troubleshooting problems to ensure that you reach this goal. The table that follows features long-term, intermediate, and short-term goals. Notice how the long-term and intermediate goals become more specific and concrete as they move to short-term objectives. Also, notice the words associated with each type of goal.

QUICK TIPS   10 TIPS FOR SETTING GOALS

1. Make your goals specific.
2. Make your goals realistic.
3. Make your goal measurable. (You can check off that your goal is attained.)

4. Make your goals with a specific time period in mind.
5. Get others to support your goals.
6. Do not get sidetracked by setbacks.
7. Do not get sidetracked by negative people.
8. Review your goals regularly.
9. Revise your goals regularly.
10. Write your goals down where you can see them.

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To be a successful college student, you must have efficient time-management strategies. Effective time management means using time wisely and efficiently to be productive. If you are taking several courses and work at a job, or if you have family and other obligations, time management can make the difference between success in college and under-achievement. You need to use every spare moment in order to learn new information and study. The brain absorbs information through repetition, and studying requires repetition. Here are some basic steps for effective time management.
1.   Purchase a planner with both daily to-do pages as well as monthly planning pages.
2.   Insert all assignments and tests into your monthly plan.
3.   Insert all work and social obligations into your monthly plan.
4.   Each day, set short-term goals in your to-do pages, with things you need to achieve that day. If you don't get to something that day, be sure to transfer it to your next day's to-do list.
5.   Make note of the chunks of time in your schedule and use them to your advantage.
6.  Take advantage of the breaks in between classes or appointments and bring along notes or vocabulary flash cards from which to study.
7.   Use the ten minutes before or in between classes to scan your notes to refresh your memory and prepare your brain for new learning.
8.   Keep up with day-to-day assignments and reading, so you have a grasp of the material prior to the class in which it will be discussed.
9.   Plan ahead for tests, essays, and projects. Start the assignment early by breaking it into smaller chunks, so you'll have time to complete it and make necessary revisions. Overestimate the time you'll need for assignments so you're not caught at the last moment.

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Making the most of your motivation and time also requires that you know how you learn best. Researchers have investigated how people learn best and have categorized the results into specific learning styles. You can benefit from understanding more about your own learning preferences: the more awareness you have, the better student you can become.

VARK
A useful learning style inventor)' is VARK, a sixtcen-item questionnaire that provides a profile of your learning preferences. The name of this profile is an acronym, or word where each letter stands for another word:
V = visual
A = aural or auditory
R = read/write
K = kinesthetic, or hands-on
If you learn in accord with your learning preference, you are more likely to be motivated; if you are motivated, you arc more likely to be successful. It is what you do with your knowledge of your learning preference that will make you successful.
Most people learn predominantly with one of the four VARK learning styles, but some people have a secondary type that works well for them, too. Which of the following learning styles sounds most like you?
Learning style inventories, such as VARK, are available online or through the advising or academic center at your institution.

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To continue to be internally motivated, you need to set achievable goals. For some people, setting goals is something automatic and natural. For others, actually writing down goals seems forced and awkward. Regardless of which category you fall into, there's little doubt that thinking about and actually writing down long-term, intermediate, and short-term goals is effective. If you do not know specifically what you want to accomplish, then it is hard to accomplish those goals. Also, when the going gets rough, referring to these goals can boost morale and reposition you on your path to be successful.
Maybe you find it easy to set an intention, or a mental plan about something you mean to do, like to do quality work or get good grades. But having intentions may not be enough. The next step is to actually take those intentions and convert them inio goals. Here's the difference. An intention is "I intend to get a B in English 101 this semester" or "I plan to pass my classes." A goal, in contrast. Is written down and provides some strategies to realize the intention, or to make it happen. A goal is "I will get a B in English 101 this semester by completing all the readings prior to the class for which they are assigned" or "I will observe the study strategy of spaced practice for test review by starting to study at least five days before each test" or "I will make use of the writing and learning facilities at my college immediately If 1 have difficulty in the class." Intentions are vague while goals are concrete and very specific.

The brain likes information to be organized so that the Information can be easily digested. Similarly, as a student you want to be organized and always be aware of where you are going and exactly what you need to accomplish to get there. This type of focus on outcomes and routes for achieving these outcomes often separates an okay student from an outstanding student. It's easy for time to slip away, and without a concrete and realistic plan, you'll end up with little to show for that time. Better to have some concrete and realistic ideas of where you want to be by the end of the day, week, month, and year and have a step-by-step plan of how to gel where you want to be!

Long-term goals are life goals that help you see where you are now in relation to where you want to end up in the future. Examples of long-term goals are to use your sociology degree to obtain a position in a social service agency working with disadvantaged children, and to make enough money at that job to afford to live in a decent apartment in the city of your choice. Long-term goals are important because they help you deal with the pressures, burdens, and sacrifices you make today. Think of long-term goals as the "light at the end of the tunnel" when you are staying up late to get that reading assignment done for the next day. Of course, if you plan your time correctly and gauge the length and difficulty of your assignments accurately, this won't happen too often!

Intermediate goals are goals that span two to five years. An example of an intermediate goal is an action plan to attain an associate of arts degree within two and a half years and then transfer to a four-year college to earn a bachelor's degree in sociology. To make this a concrete goal rather than just an intention, you need to plan out your course of study with an advisor at your college so you know exactly what courses you will need to complete during which semester. In addition, you want to make sure that the courses for the associate's degree transfer smoothly to the program of study at the four-year college or university to which you intend to transfer.

Short- term goals (which are sometimes called objectives) are the goals you sei for yourself to accomplish in day-to-day activities that lead you to your intermediate and long-term goals. An example of this Is wanting to outline your psychology textbook chapter by Thursday so you are prepared when the information is presented by your instructor in class on Friday morning. Short-term goals can also be the goals you set for the semester. For example, you might Intend to earn at least a C in each of your classes this semester, as that would put you in good standing academically. In addition, you might intend to note specific strategies for troubleshooting problems to ensure that you reach this goal. The table that follows features long-term, intermediate, and short-term goals. Notice how the long-term and intermediate goals become more specific and concrete as they move to short-term objectives. Also, notice the words associated with each type of goal.

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Before you can apply any study strategy to become the best learner you can be, you must be motivated to succeed. Motivation is the impetus, or reason, to push you to succeed in any task, especially college learning. There are two types of motivation: external and internal.
External motivation, motivation from outside sources, comes from the "threat" or "encouragement" of outside influences that compel your effort as a student. External motivators can be parents or other people, an employment situation that requires you to upgrade your skills, or the promise of a better salary with some further schooling. These external motivators can be helpful in pushing you to do your best at college or even attend college in the first place. Sometimes external motivation can be positively received, such as support and encouragement from an instructor; sometimes external motivation can be negatively received, like the threat of losing your job without further education. In either case, external motivation can be put to good use and encourage you to be productive and expend the effort necessary to be a successful student. However, external motivation alone is not enough.
Internal motivation, motivation from within you to succeed, is necessary for any long-term success. Regardless of external reasons or motivators to attend college and achieve academic goals, you must want to succeed. College requires great self-discipline, effort, time, resilience, and focus. Without an internal motivation to succeed, it will be a struggle to maintain your focus and sustain your drive.

On Your Own are you motivated?
Answer these questions as honestly as you can.
1.  My definition of success is______________________________
2.  What specific goal will lead me toward my definition of success? __
________________________________________________________________
3. What actions or behaviors will 1 take to move me closer to that goal?
__________________________________________________________________

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Source 2: Critical Thinking, Reading, and Writing: A Brief Guide to Argument

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Source 2: Critical Thinking, Reading, and Writing: A Brief Guide to Argument

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Students do the exercise in group. After that, they they should present their discussion

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Rahmat Dicky Bimantara
Npm : 15020230050
I dont understand about the paragraph 3 in question number one, please explain about that, thank you

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Distinguishing fact from opinion and recognizing when they are well reasoned and well supported are important skills in critical thinking and in reading. Learn how to evaluate when the writer presents weak or strong opinions based on evidence. [CC] Subtitles in English. [CC] Subtítulos en español. [CC] Legendado em português.

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Critical thinking is an essential skill in reading--and in life. Learn the definition of critical thinking, how it applies to reading, and how we know we are reading critically. This video is an introduction to a series about reading critically. [CC] Subtitles in English. [CC] Subtítulos en español. [CC] Legendado em português.

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1. Do exercise on page 525-534

2. Do post test on page 540-542

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Argumentation is part of our everyday dealings with other people. - In an argument, two parties each present their supporting evidence. - The goal is to determine who has the more solid evidence to support his or her point of view. Argumentation is also an important part of much of what we read.

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The author's reason for writing is called the purpose of a selection. Here are three common purposes in writing: - To inform-to give information about a subject. - To persuade-to convince the reader to agree with the author's point of view on a subject.

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Inferences are ideas that are not stated directly. They are conclusions we draw based on things we see, hear, and read.

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This chapter explains four other types of relationships: - Relationships that involve illustration - Relationships that involve comparison and contrast - Relationships that involve cause and effect - Relationships that involve a problem and solution

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Authors use two common methods to show relationships and make their ideas clear. These two methods are transitions and patterns of organization. Two common types of relationships are: - Relationships that involve addition - Relationships that involve time

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In Chapters 1 and 2, you learned the two basic parts of anything you read: a main idea and the supporting details that explain and develop that idea. As you have seen, the main idea may be clearly stated in one sentence of a selection.

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Supporting details are reasons, examples, facts, steps, or other kinds of evidence that explain a main idea. Preparing an outline of a passage often helps you understand and see clearly the relationship between a main idea and its supporting details.

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Active readers think and ask questions as they read, looking for the author's main points and the support for those points. After-or as-they read, they take notes and use an effective study method to help them master those notes. Main Ideas

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watch it

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Implied main ideas and a reading strategy to figure them out

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This video will explain the difference between stated and implied main idea.-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Study this

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ANGKET UJI COBA INSTRUMEN PERSEPSI MAHASISWA TERHADAP PENERAPAN METODE PENGAJARAN FLIPPED CLASSROOM Petunjuk Pengisian: 1. Bacalah setiap butir pernyataan dengan cermat 2. Pilihlah salah satu jawaban yang menurut anda paling sesuai dengan keadaan atau pendapat

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ANGKET UJI COBA INSTRUMEN PERSEPSI MAHASISWA TERHADAP PENERAPAN METODE PENGAJARAN FLIPPED CLASSROOM Petunjuk Pengisian: 1. Bacalah setiap butir pernyataan dengan cermat 2. Pilihlah salah satu jawaban yang menurut anda paling sesuai dengan keadaan atau pendapat

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ANGKET UJI COBA INSTRUMEN PERSEPSI MAHASISWA TERHADAP PENERAPAN METODE PENGAJARAN FLIPPED CLASSROOM Petunjuk Pengisian: 1. Bacalah setiap butir pernyataan dengan cermat 2. Pilihlah salah satu jawaban yang menurut anda paling sesuai dengan keadaan atau pendapat