INSTANT DOWNLOAD WITH ANSWERS
Be a Critical Reader, Listener, and Viewer
- Even though many students will have been introduced to the literary device known as onomatopoeia (the use of words that sound like their referents—for example, cuckoo, humming, and buzz) most will probably not have been asked to form such words themselves. In encouraging students to be playful with words and ideas, this exercise will prepare them for subsequent chapters on creative
- This exercise provides further exercise in playfulness with ideas. Undoubtedly, some students will produce many imaginative ideas while others’ responses will be safe and predictable. If this occurs, you may wish to point out that many people are unimaginative because they impose unnecessary restrictions on their thinking. You may also wish to praise students who took such unusual approaches as converting objects or places to names (“Cadillac Moran” or “Des Moines Johnson”), broadening their lists by using participles and adverbs in addition to nouns (“Fanning Brewster,” “Hardly Newman”) and changing family names as well as given names (“Fantasy Bowl,” “Strawberry Moth”).
- This exercise, which will probably prompt a number of effective responses from your students, is difficult to complete without using one or more examples (both situations calling for decisive action and those demanding caution). You may wish to underscore the value of using examples to clarify complex
Note: In guiding class discussion of the applications in this chapter, encourage students to practice what the chapter teaches about critical listening—in particular, avoiding preconceptions about fellow students who disagree with one’s position.
4.1, 4.2. In each dialogue an error occurs every few lines. Students will have little difficulty finding the errors; the challenge lies in explaining precisely what is wrong with the reasoning and, in the case of 4.2, determining what course of action is most appropriate. (Many students will give insufficient consideration to the comment the second board member makes on page 84: “The board had only a brief explanation of the objectives and approaches of this course, but we were told by the principal that . . .” This statement raises the question “Is it reasonable for the board to make any decision without first learning more about the course?”)
- Truly’s criticism of humanists is unfair. It is possible to advocate making one’s own judgments without “exalting” private judgment. And it is not necessarily a sign of “superegotism” to accept one authority and reject others. (When authorities disagree, such rejection is unavoidable.) Finally, a probing, inquiring mind is not incompatible with respect for religion. The history of biblical scholarship is filled with reverent men and women who spent their lives probing—and thereby enriched our understanding. If they had shared Mrs. Truly’s intellectual perspective, they would never have been able to do so.
- This application presents students with a special challenge. On the surface, the position it advances may seem extreme to students who have never encountered the “other side” of the issue. Yet the underlying idea—that not all prisoners are reformable—deserves fair consideration. Discussion should touch on the importance of separating form from substance in evaluating
4.5, 4.6. Have several students read their explanations and descriptions and other students comment on them.
4.7. This application is unusual in that the discussion it requires may tend to evoke the problem it addresses— that is, the tendency to label anyone “homophobe” who engages in objective analysis of the term and its use. If you sense that this is the case, ask students to agree to suspend applying the term (even in one’s thoughts) during the discussion. Note: the clearer students are about the history of the term “homophobe,” the more helpful the discussion will be.
4.8, 4.9. The particular focus of each of these applications may be unfamiliar to many students. (Most will, of course, be familiar with gun violence but not with penalizing the use, as opposed to the sale and ownership, of guns.) You may therefore wish to devote extra time to identifying the various arguments before turning to students’ judgments.