Teaching Critical Thinking in Academic Reading

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Teaching Critical Thinking in Academic Reading. . Academic English for Social Sciences in Fudan University Teaching Critical Thinking in Academic Reading Two 45-minute Classes as an Example. OUTLINE. Two 45-minute classes a week Maximum 30 students in one class - PowerPoint PPT Presentation

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  • Teaching Critical Thinking in Academic Reading

  • OUTLINEAcademic English for Social Sciences in Fudan UniversityTeaching Critical Thinking in Academic ReadingTwo 45-minute Classes as an Example

  • AE FOR SOCIAL SCIENCES IN FUDAN

    Two 45-minute classes a weekMaximum 30 students in one classTextbook with some extracurricular materialsIndividual presentation + paper writing + final exam

  • WEEKLY SCHEDULE SPRING 2014

    ContentAcademic Skills & StrategiesPaper Writing TasksWeek 1Induction: Ice-breakingNeeds discussion *academic culture *formal academic EnglishWhat is an academic paper?Week 2How People Make Decisions 1*presentation skills (signpost language) *format of an academic paper *choosing a feasible research topic Deciding on the topic of a small research project Week 3How People Make Decisions 2 *tips for academic listening * being polite in speaking Writing introductionWeek 4Thinking like an economist 1 *formal and informal EnglishFinding relevant literature Week 5Thinking like an economist 2*paraphrase, summary, synthesis skills Summarizing literature on your chosen topicWeek 6Unemployment 1*formal English rules Describing how you are going to systematically collect and analyze dataWeek 7Unemployment 2*distinguishing different voices in reading (criticizing Mankiw)Collecting dataWeek 8The Study of Society and People 1*transition, hooking and other basics of English writingCollecting dataWeek 9The Study of Society and People 2*describing graphsReporting and analysing research resultsWeek 10Sociology matters*navigating academia Discussing resultsWeek 11Change in Journalism*signpost language for academic writing *hedging in writingDiscussing resultsWeek 12First draftWeek 13Hard Power, Soft Power*a real writing case (Berkeley) of Economics studySecond or more draft(s)Week 14The Study of Politics as a Science*round-up of the termWeek 15Tutorials

  • A CRITICAL THINKERHas the ability to evaluate the reliability of sources of information distinguish between relevant and irrelevant information compare and contrast ideas, concepts and theories make connections between ideas and concepts indifferent disciplines make appropriate generalisations from evidence recognise contradictions evaluate ideas, concepts and theories identify assumptions and evaluate them explore implications and consequences

  • VOICES IN ACADEMIC READING AND WRITING ACTIVITIESWhen academics discuss issues, they put forward their ideas using their own voice and refer to the voices of others.

    Unlabeled voice is the writers voice.

  • Academic English for Social Sciences

  • 3UnemploymentUnemployment has been a serious global social issue in recent years. Both politicians and economists are making great efforts to find ways to reduce the unemployment rate, though the result is not always satisfactory. The texts in this unit may give you some insights into this issue.

  • Lead-inTask 1 Watch a video clip and complete the following sentences according to the information you have heard.

    Unit 3 Unemployment 1 Eric, president of CollegeClickTV.com, is invited to give college grads ________________.

    2 College grads of this generation have _______________ which is an advantage that not everybody has.tips of finding a jobincredible talents

  • Lead-inUnit 3 Unemployment 3 College grads who have _________________ or ____________ are more likely to find jobs.

    4 College grads can apply to graduate school right now for _________________ and higher education, in order to ride out this recession and this extremely ______________.

    5 Knowledge is power and education will always _________________. Now watch it again and check your answers.working experiencedo Internshipsa professional degreeweak job marketpay off in a long-term

  • Text ALanguage focus Difficult Sentences Collocations Formal English

    Critical reading and thinkingUnit 3 Unemployment

  • Text ADifficult sentencesUnit 3 Unemployment It is not surprising, therefore, that politicians campaigning for office often speak about how their proposed policies will help create jobs. (Para. 1) Office in this sentence means a position in a large and powerful organization, especially a government. It can be used in phrases run for office (try to be elected) or take office (begin to work in a position).

  • Text ADifficult sentencesUnit 3 Unemployment Even if some frictional unemployment is inevitable, the precise amount is not. (Para. 9)

    Even if we cannot avoid frictional unemployment, we can affect the extent of frictional unemployment.

  • CollocationsText AEnglish language for academic purposeUnit 3 Unemployment

    standard of livingeconomic hardshipjob searchthe end resultnewspaper adsInternet job sitesunversity placement officesjob openingsjob candidateson-the-job/in-service trainingsectoral shiftsgovernment-run

  • Specialized vocabulary natural rate of unemployment

    GDP

    cyclical unemployment

    sectoral shift

    Text AEnglish language for academic purposeUnit 3 Unemployment

  • Signpost languageComparison: Similarly; likewise; both; same; resemble; parallels; in the same manner

    Contrast: on the other hand; in / by contrast; however; while; whereas; nevertheless; different; instead (of); conversely; rather than

    Text AEnglish language for academic purposeUnit 3 Unemployment Comparison and contrast signals & clue words

  • Text AUnit 3 Unemployment 2Replace the underlined words in the following sentences with the ones that are more daily-life.English language for academic purposeFormal English1 and information about job candidates and job vacancies is disseminated slowly among the many firms and households in the economy.widely spread2 At the same time, cheaper petrol stimulates car sales, so car-producing firms raise production and employment.encourages3 Government programs try to facilitate job search in various ways.help

  • Text AUnit 3 Unemployment 2Replace the underlined words in the following sentences with the ones that are more daily-life.English language for academic purposeFormal English4 and that they reduce the inequities inherent in a constantly changing market economy.existing naturally never changing5 These critics contend that the government is no better and most likely worse at disseminating the right information to the right workers and deciding what kinds of worker training would be most valuable.argue6 Although the economy will always have some unemployment, its natural rate is not immutable.7 But how we choose to organize our society can profoundly influence how prevalent a problem it is.deeply / greatly

  • Language building-upText ASuggested answersUnit 3 Unemployment Task 2 Signpost language

    2Complete the following sentences with the correct form of the words and expressions in the above box. There may be more than one correct answer.1 You should talk to your teacher _________ just complaining to me about it.2 Analysts believe that the healthy results can be attributed to an increase in _____________ trade interest rate fluctuations.3 I read a lot as a child, but my daughter, __________, just seems interested in television.4 The son followed his fathers example and, ________, the daughter modeled herself on her mother.

    instead ofas opposed toby contrastsimilarly

  • Language building-upText ASuggested answersUnit 3 Unemployment Task 2 Signpost language

    2Complete the following sentences with the correct form of the words and expressions in the above box. There may be more than one correct answer.5 The philosopher Scott Buchanan once observed in conversation that science _________ theater.6 The heat in Arizona is ____________ the heat here. Its very dry.7 Some paradigms have achieved limited success in some areas; _____others do better in yet other areas.8 You want to help your kids as much as you can, but _______________, youve got to be careful to help them learn on their own.

    resemblesdifferent fromwhileon the other hand

  • Text ACritical reading and thinking the global pictureUnit 3 Unemployment Summary of Text A

  • Text ACritical reading and thinking detailed readingUnit 3 Unemployment The key word to describe frictional unemploymentMismatchCausesTextbook examples / Chinese examples1. 2.3.Solutions Two different ideas:

  • Text BLanguage focus Difficult Sentences Collocations Formal English

    Critical reading and thinkingUnit 3 Unemployment

  • Text BUnit 3 Unemployment Understanding argument Understanding arguments is an important skill for critical reading. Text B of this unit offers a chance to develop this aspect of critical reading. The author presents the two sides of the argument.

    Lead-in

  • Text BDifficult sentencesUnit 3 Unemployment The bigger issue is mismatch. (Para. 3)

    What is more important is the mismatch between job vacancies and qualified workers for the jobs.

  • Text BDifficult sentencesUnit 3 Unemployment Only 22% said they could find few or no qualified job applicants, about half the level reported before the recession. (Para. 13)

    It was hard for 22% of small businesses to find qualified job applicants. In contrast more than 40% of small business could not find qualified job applicants before the recession.

  • Text BDifficult sentencesUnit 3 Unemployment While the housing crisis is keeping people in place, Shierholz doub