This document outlines techniques for critical thinking, reading, and writing. It discusses how to pre-read texts by considering publication details and anticipating content. When reading, it recommends determining the main idea and supporting points. For discussions, it suggests actively listening to others and asking questions. It also covers interpreting visual texts and identifying logical fallacies such as false analogies, hasty generalizations, and red herrings.

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4The CriticalThinking, Reading,
andWriting Connection

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Learning Outcomes
The student will learn techniques for:
• Interpreting written texts.
• Participating in class discussions about
readings.
• Interpreting visual texts, including photographs,
graphs, advertisements, and Web sites.
• Identifying logical fallacies.

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Pre-read and Anticipate
(LO 4.1)
Prior to reading…
• Publication information: Determine where
and when the article was originally published.
• Biographical information: Establish the
author’s background and qualifications; decide
if bias may be possible.
• Title: Think about the title of the piece and
what expectations it creates.

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Pre-read and Anticipate
(contd.)
Prior to reading…
• Overview: Skim through the text, paying close
attention to headings and visual images; read
introductory paragraphs and topic sentences.
• Predictions: Based on your pre-reading,
establish what you already know and predict
what you expect to learn.

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Read and Analyze(LO 4.1)
Take your time
• Main idea: Determine the thesis; is the point
clear?
• Supporting points: Identify specific details
and examples used to prove the thesis
• Rhetorical star: Establish the five points of
the rhetorical star

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Re-read and Annotate (LO 4.1)
Read a second time while taking notes.
• Define: List words that are unfamiliar.
• Summarize: List the main points and supporting
details.
• Visualize: Create a visual organizer of the material.
• Synthesize: Make connections with the readings.
• Question and Evaluate: Ask a variety of questions.

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Discussions about Readings
(LO 4.2)
• Read carefully and have notes on the
material handy.
• Skim the questions at the end
of the selection.
• Listen to the discussion with an
open mind.

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Discussions about Readings
(contd.)
• Share your opinions even if they are
different; be considerate of others’
opinions.
• Ask questions about the text if you
feel confused.
• Take notes during the discussion.

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Interpreting Visual Texts
(LO 4.3)
• Determine the focus of the image.
• Look for the conveyed purpose or message.
• Establish the target audience.
• Compare any written text with the visual
representation.
• Decide if the image is logical or misleading.
• Determine if the image is effective.

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Interpreting Visual Texts
(contd.)
• Establish the author’s credibility.
• Check for the posting date.
• Verify the information.
• Look for reference citations.
• Use previous strategies to evaluate visual images.
• Check if the hyperlinks work and are appropriate.
• Determine if the material is effective and accurate.

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Logical Fallacies (4.4)
• Band wagon: implying that an idea must
be accurate if it is popular
• Card stacking: providing evidence for only
one side of a case, deliberately omitting
essential information that could change the
reader’s opinion
• Character attack or ad hominem: attacking
the speaker rather than the issue

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Logical Fallacies (contd.)
• Circular reasoning or begging the question:
attempting to support a position by simply
restating it in a different way
• Either/or reasoning: suggesting there are only
two possible solutions to a problem when, in
reality, there could be many potential options
to resolving the issue

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Logical Fallacies (contd.)
• False analogy: comparing things that differ in
the most important respects
• False authority or testimonial: using an
authority or celebrity figure to support a point
• False cause or post hoc: suggesting that,
because one thing happened after another,
the first event caused the second one

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Logical Fallacies (contd.)
• Hasty generalization: drawing a conclusion
without having sufficient evidence
• Non sequitur: the conclusion does not logically
follow the evidence that is provided
• Red herring: diverting the reader’s attention
away from the main issue by introducing
something irrelevant

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Logical Fallacies (contd.)
• Glittering generality: using emotionally
charged words to gain audience approval
• Slippery slope: suggesting that if one change
occurs, then other unwanted changes will
follow

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Logical Fallacies (contd.)
• Stereotyping: attaching a trait to members of
a particular religious, ethnic, racial, age, or
other group
• Tradition: assuming that because something
has always been done a certain way, it must be
the correct way