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^^ Download PDF Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing, by Marlys Mayfield

Download PDF Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing, by Marlys Mayfield

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Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing, by Marlys Mayfield

Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing, by Marlys Mayfield



Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing, by Marlys Mayfield

Download PDF Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing, by Marlys Mayfield

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Thinking for Yourself: Developing Critical Thinking Skills Through Reading and Writing, by Marlys Mayfield

THINKING FOR YOURSELF: DEVELOPING CRITICAL THINKING SKILLS THROUGH READING AND WRITING offers a unique integration of composition, reading, and critical thinking. As you complete the book's writing assignments, you'll see how your writing reflects your thinking and how self-directed improvement in thinking also improves writing. The book offers step-by-step nstruction, humor, cartoons, Internet research exercises, and up-to-date social and political examples.

  • Sales Rank: #1131108 in Books
  • Brand: Brand: Cengage Learning
  • Published on: 2006-02-24
  • Original language: English
  • Number of items: 1
  • Dimensions: .63" h x 6.26" w x 9.24" l, 1.22 pounds
  • Binding: Paperback
  • 432 pages
Features
  • Used Book in Good Condition

Review
"Your text is the only one that doesn't scare students away. Most try to cover too much, no visuals, small print, snobbish, elitist. Students have to feel this knowledge is not a mystery. Also they can get overwhelmed if burdened with too many world problems. Humor is good in this text and hope. I like your text because it emphasizes examining your own thinking instead of only pointing out holes in the thinking of others."

"I like the current edition because of its mix of readings; it balances old and new, liberal and conservative, works of interest to younger and older students. The author is also brave in discussing real political issues."

"I like this text because it sees students capable of learning, validates their learning. I like the grounding in observations skills, working with real subjects and with photos, the way in which they are shown that they can see more than they thought at the beginning. They learn that they can correct their own judgments, and that their own opinion can change. They learn that what is there is much more there than they had thought going in. They learn that critical thinking is a way of creating, not just a matter of putting down things you don't like."

About the Author
Marlys Mayfield was a pioneer in the teaching critical thinking together with writing; she began developing this book for her English composition students at the College of Alameda in 1983. At present she offers her services as a critical thinking teaching consultant.

Most helpful customer reviews

0 of 0 people found the following review helpful.
Three Stars
By Joleen Byneal
Not what I expected though...

9 of 12 people found the following review helpful.
A qualified success
By V. Urbanowicz
I have taught with the sixth and seventh editions of this book since late 2003.

Generally, Mayfield does well discussing fallacies. Exceptions are noted below. She also does well describing the range of political viewpoints in America. This is important because many students are unaware of the range of political opinion in America.

The text pays much attention to the nature of observation and the relation between sensation, perception, and thought. A fair number of black-and-white illustrations are provided as subjects for detailed visual analysis. Students interested in the visual arts may like this.

The author refers somewhat too much to historical injustices against Native Americans. Native Americans have genuine grievances and some of the material is interesting, but students have expressed irritation at all the harping on the same tune.

The following comments identify errors of fact or incongruities that get in the way of teaching and learning. Some errors have persisted in two or more editions. It's true that one can make pedagogical opportunities of them, but that's no excuse for the author. Page numbers refer to the seventh edition.

Page 4, blue inset: the word 'skeri' is not an Anglo-Saxon word but a Proto-Indo-European root. 'Skeri' is the root of Greek 'kriterion,' which is the root of the English 'critical.' The text, then, is both inaccurate and unclear about the sequence of derivations.

Page 175: The author recognizes that an evaluation--Chapter 7--is a kind of opinion--Chapter 6. Separate chapters might be justified if each chapter had more meat, but they have little. They emphasize that the worth of an opinion/evaluation depends on the authority and motives of the person giving it, and that one's right to one's opinion does not mean that one's opinion is worth anything. I advise teachers to cover these two chapters in one class meeting.

Page 208: The quoted passage is probably not by Alexander Henry, for these reasons: 1. The use of the past tense clearly implies that the Native American nations are no longer are a significant presence. They were, however, significant and powerful in the colonial period, when the passage was allegedly written. 2. The style does not at all resemble that of other works attributed to Henry, which are extensively available on the Internet. 3. Most tellingly, the passage reads like 20th century English. Alexander Henry died in the 1820s.

Page 298: The directions for Part 1 of the chapter quiz use the term 'misapplied euphemisms,' but elsewhere in the text the term is 'misleading euphemisms'--confusing.

Page 299: Item 8 in Part 1 belongs elsewhere. The statement "There is virtually no tar in these cigarettes" is not a "misleading euphemism," "bandwagon," or "appeal to fear" fallacy. It's an example of vague or ambiguous language--'weasel wording'. The same is true of item 11.

Page 345, Item 11: Is this a ringer, or what? You can't say the passage is "nonfallacious." You can say that it demonstrates the "either-or fallacy," but that misses the point, doesn't it? A bright class might appreciate Woody Allen's gag, but it's a distraction from the exercise.

If this is the only book available, a teacher can use it to put together a viable course in critical thinking. However, I advise looking further.

2 of 2 people found the following review helpful.
It's critical to think when we think
By Laurel
Bought this for a critical thinking class for college a few years ago. There are probably newer versions out now. Critical thinking was the most useful class/subject studied throughout college. It should be required in high school, so teenagers and aspiring adults can think and argue more rationally. Granted, priorities and what one pays attention to or retains knowledge of often changes with age/experience, and being 30-something, this subject seemed to hold more value for me than for younger folks in the class; developing logic and sound reasoning is still vital for anyone wanting to intellectually grow up regardless of his/her biological age. This book was very easy to follow and understand. Mayfield does a good job at presenting the information. Would recommend. Thanks.

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