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INSTITUTO SUPERIOR DE CIÊNCIAS DE EDUCAÇÃO
ISCED-HUÍLA
DEPARTAMENTO DE LÍNGUAS E HUMANIDADES 
SECÇÃO DE INGLÊS
METODOLOGIA DE INVESTIGAÇÃO CIENTÍFICA 
Unit 6. Critical Analitycal Thinking
&
Unit 8. Reading for Pleasure and Power
Group elements:
1- Auxília Paciência Coquelo Catota
2- Balbina Florença Tchitupi Vitangayala
3- Félix Cachimbele Celestino
4- João Jessé Sapi Dondi
5- Nery Isabel Zacarias 
 Professor
______________________________
Tomás De Aquino Caluyua Yambi
Lubango, May 25th 2022
Introducion
For most people a typical day is fallid with critical thinking and problem solving whether by reading and writing. Critical thinking is a process of evaluating the quality of sources or information, developing a strong line reasoning based on sounds evidance, intrepreting materials, date or theories. In this present work, firstly we are going to aboard the role that logic plays in evaluating arguments and evidance and identifying and drawn conclusions and what steps to take to be succesful on it. Secondly, we are going to step startegies to enhance our reading skills to read effectively.
Unit 6: Critical analytical thinking
Critical thinking means weighing up the arguments and evidence for and against. Edward Glaser, who developed a test of Critical thinking, defined it in this way (1941): Critical thinking calls for a persistent effort to examine any belief or supposed form of knowledge in the light of the evidence that supports it and the further conclusions to which it tends. (The Study Skills Handbook)
In other words, Glaser emphasises the importance of:
• persistence: considering an issue carefully, and more than once.
• evidence: evaluating the evidence put forward in support of the belief or viewpoint.
• implications: considering where the belief or viewpoint leads what conclusions would follow.
Critical analytical thinking involves additional processes:
· standing back from the information given.
· examining it in detail from many angles.
· examining material in terms of its component parts identifying how these relate to each other.
· checking closely whether it is completely accurate.
· being on guard for literary or statistical devices that encourage the reader to take questionable statements at face value.
· checking for assumptions.
We can use the concept pyramids to organize ideas. Bellow there is the framework elaborated by Bloom and his collaborators consisted by six major categories: Create – create a new and original idea.
Evaluate – justify a stand or decision.
Analyze – draw connections among ideas.
Apply – use informations on differents situations.
Undertand – explains ideas or conceptions.
Remember – recall concepts and facts.
6.1. Types of definitions
Definition
A statement about the content of a linguistic expression (ideally based on rules of formal logic). Viewed formally, every scientific definition is a relation of equivalence that consists of an unknown entity to be defined (=definiendum) and a known entity that is used to define (=definiens). ( Dictionary of Language and Linguistics )
· Real definitions: the definition of a object or of a concrete concept by indicating the genus G (=genus proximum) and the specifying type trait T (=differentia specifica).
· Operational (or Genetic) definitions: are special type of real definition that indicate on the basis of which method a concept ‘emerges’ or is verifiable.
· Nominal definitions: in contrast to a real definitions, which have to do with objects and concrete characteristics, nominal definitions involve designating objects and abstract characteristics.
6.2. Taking a Critical or analitycal approach
Critical thinking involves working through for oneself. This starting by about the natural do the problem, thinking through the issues and striving for the reasoned, logical outcomes. (The Study Skills Handbook)
Judgements need to be reasoned, balanced and supported and we must learn who to differentiate reasoned and subjective reactions.
Subjective reactions, is a process of asserting factos, of mailing undsupported statements, wheras reasoning, involves working out, ir reasoning out, on the basis of evidence, a logical argument to support or disprove one’s case.
6.3. Evaluating an argument in writting
When se write for others, we disentangle out ideas from our memories and wishes, so that we and others explore, expand, combine and understand them more fully. (The Study Skills Handbook)
Critical thinking when writing involves comparable processes:
· being clear on your position on the issue including hypotheses and conclusions.
· constructing a clear line of reasoning argument leading to your conclusion.
· presenting evidence to support your conclusion.
· analysing issues frontal multiple perspectives, weighing up the evidence for each. together information and analyses, these to construct your position in the issues.
· writing in a critical, analytical style, rather than in a descriptive, personal or journalistic style.
· reading your own writing critically, as above, as well as your sources.
6.4. Evaluating an Evidence
Evaluate the evidence: it is not enough for a student to write in an essay or report, there is evidencie on both sides. Evidence is not all of equal weight. (The Study Skills Handbook)
· Check the date of the research: data may be out of date or conclusions based upon it may have been revised. 
· Check the source of your information: articles in academic or professional journals and in recommended textbooks are usually based on in depth research, and are regarded as more realiable than findings recorded in magazines and newspapers. 
· Check for bias in your sources: bias may not be obvious, and it does not neessarily mean that your source was being dishonest or prejudiced. 
· Beware the allure of numbers and statistics: it is important to check numerical data, and words tha imply numerical data, as these are often misused and amounts misrepresented in order to sway the reader.
Most/many
Notice words such as ‘most’ and ‘many’: most people said that they preferred work to study. ‘Most’ is a very vague amount. If it mattered whether this statement were true or false, we would need more details. How many people were asked? How many preferred work? Under what circumstances?
Percentages, notice when percentages are given. Supposing, instead, the statement above read: 60% of people preferred working; 40% said they preferred studing.
The sample size is the number of people, animals or objects used in the research, whether in experiment, a survey or whatever. Small samples give very unreliable information.
Representativeness, the sample should be representative of the overall group being studied. Tô make the sample representative, researchers aim for a good mix of men and women, of different ages, backgrounds and interests.
Conditions of data collection, you might wonder whether the participants had had a ulterior motive in giving their answers, and whether the data were reliable.
Similarly It is important to find out, where possible, about the conditions in which data were collected, to determine how trustworthy they are.
Emotive language and persuader words certain words can be very persuasive, and can trigger a position of trust in the reader. Emotive words such as ‘cruel’, ‘unfair’, ‘abuse’, ‘natural’, ‘normal’, ‘little’, ‘massive’, . Emotive images, such as people crying, can be used in a similar way.
6.5. Identyfing and Drawing valid conclusions.
- The steps to indentify and draw valid conclusions are:
Strat with the main point: Starting with the main point near the beginning of tour conclusion to repeat it more fully até the end.
Add a new significance or application: in our conclusion we can increase the signicance of your solution by noting its additional implications after we increase the punch of out problem by strating its consequences on introdution.
Call for more research: just as our openingsurveys, research already done, so our conclution can call for research, só when we state want to remain what to do, we jeep the conversations alive to ler the person who is going to read our text fascinated by our work and waiting to follow up on it.
Unit 8. Reading for pleasure and power
The benefits of reading for pleasure 
Becoming a lifetime reader is predicated on developing a love of reading (Sanacore, 2002). Although reading for pleasure has not been a research priority, studies are Accumulating that emphasise the importance of reading for pleasure for both educational as well as personal development5. These studies show that promoting eading can have a major impact on children/young people and adults and their future. For example, research with children has shown that reading for pleasure is positively linked with the following literacy-related benefits: 
• reading attainment and writing ability (OECD, 2000) for reading that is done both in school and out of school (Krashen, 1993; Anderson et al, 1988; but also See Taylor et al., 1990); 
• text comprehension and grammar (Cipielewski & Stanovich, 1992; Cox & Guthrie, 2001), even after a variety of health, wealth and school factors were statistically controlled for (Elley, 1994); 
• breadth of vocabulary (Angelos & McGriff, 2002), even after other relevant 
Abilities such as IQ or text-decoding skills are controlled for (Cunningham & Stanovich, 1998); 
• positive reading attitudes (Guthrie & Alvermann, 1999), which are linked to achievement in reading (McKenna & Kear, 1990); 
• greater self-confidence as a reader (Guthrie & Alvermann, 1999); 
• pleasure reading in later life (Aarnoutse & van Leeuwe, 1998).
8.1. Role of reading in your study
According to the book, Studying and Learning At University by Alan Pritchard, Reading is likely to take up a vast proportion of the time you devote to your university work, There are few readers who could not improve the way that they read, especially in relation to studying – reading for pleasure is in many ways quite different, will they are some approaches which have been used by successful student readers, with different preferences and learning styles, and you may well discover a way to improve the way that you approach your reading.
Active reading, is the heart of what you have chosen to be involved in, and the ability to make sense of what you read is the foundation of understanding. For some of us this comes easily, but for others time and effort need to be taken and approaches to help with reading need to be considered and developed.
Clear thinking, the ability to think clearly lies at the heart of making sense of what can be confusing and contradictory information in complex academic texts. Clear thinking is a technique which helps the reader of a text to be able to see patterns and structures in what is read
The importance of context 
· The most fundamental principle of clear thinking is always to keep ideas in context. 
· The perspective of the author is an important part of the context of the ideas you are reading.
· By considering what the writer is attempting to accomplish by the publication of the work in question you will gain more insight into the work itself.
· Writing can be persuasive and biased in very subtle ways and the skill of a clear thinking reader is to detect this at na early stage.
· We have considered that writing might be based upon research, and if this is reported fairly and honestly there will be few problems with it. 
· We have to be aware of unreliable evidence. If writing is reporting facts we have to be certain that the facts are what they seem. 
· It is not unheard of for opinion to be presented as fact.
Facts and values 
Facts can be described as ideas which are universally true. A dictionary would give a definition along these lines. (For example, www.dictionary.com ‘fact’ definition one: everyone has their own perspective and their own view of the world.
At the other end of the spectrum, it is clear that some ideas are the views of one individual, based upon their experiences, feelings and perceptions. 
Observations and theories, approach to establishing truths combines two different types of knowledge:
· Observations, direct or indirect, which are experienced by someone.
· Theories or explanations which link those observations.
The value of a theory is that you can use it to make predictions. You can predict that other observations will fit the same patterns. Of course any theory has its limits. We need to be clear about just where a theory applies.
When is one theory ‘better’ than another? 
In your reading there will certainly be contradictory and incomplete information. Alexander (1999) suggests it may help you, in your attempts to make sense of and summarise what you find, if you:
1. Try to separate observations from the theories and explanations about them.
2. Consider how likely they are to have been observed accurately and connected coherently. 
3. Look for the perspective of whoever is making a statement. (Are there any values they might have which affect what they are saying?)
8. 2. How to become a regulary reader
There are so many benefits to reading, like expanding your vocabulary or learning new things! For those who want to become na avid reader, below are steps and tips that can help you find new and thrilling books, that will help jumpstart your excitement to read. 
You’re convinced that books are magical (they are) and you want to be part of the reading family (and why not) but there’s one small problem: Where do you start? How do you turn na interest in books into a lifestyle that supports your avid reading? Or if you’re new to this whole reading-for-pleasure thing, how do you know which books are wins and which are wimpy? Here are the steps you can take, gleaned from my 29 years of readership.
1. Start with topics or genres you love.
If you don’t care about it, you’re not going to enjoy reading about it. Why waste your own time? This isn’t school; there is no test. There is no official reading list.
All your friends love Jane Austen? That doesn’t mean you have to love her. Maybe all your friends are into sparkly vampires, or young sorcerers, or heroines with a thing for archery, but… that’s just not appealing to you? No problem. Start with what does appeal to you. What do you love talking about? What do you love learning about? What do you love doing? What kind of people do you enjoy talking to? What topics do you never, ever get tired of? Jot down a few of those and then go on a book hunt.
2. Hunt down the books that you like.
Back when I started reading, in the 1980s, the Internet was not around so much. We had a little thing called a card catalog at the local library. Lucky for you, Dewey and his decimal system do not have to figure into your search for the perfect book.
Instead, use some of the great websites at your fingertips to find a book that you will love.
3. Use these book lists for even more reading options.
You can also make use of the plethora of booklists available to you. I’m currently reading through NPR’s Top 100 Sci Fi & Fantasy list with some friends.
Reading expands our imagination by opening us up to new ideas and experiences we may have previously only dreamed about. A good book not only expands your mind, but can also expand your vocabulary, among many other things.
8.3 Strategies for effective reading
To be effective, you have to read with a purpose, with a plan and with concentration. 
Effective readers are organised; they do not just look at words, they search for their meaning. They assimilate what is being read with what they already know; they are active readers who remember and draw conclusions from the material as it is being read. If you are reading in na area new to you, it is important that you first form some framework of what the material is about in your mind. This is done by surveying the text in advance of getting down to reading it in detail and is sometimes known as pre-reading. (Studying and LearningAt University)
Reading
Pre-reading
Pre-reading is a useful technique for two main reasons. First, when you pre-read you gain a overview of the content and tone of what it is you have make a judgement about whether or not to proceed to the next stage of reading in more detail. Secondly, by pre-reading you begin to activate your prior knowledge and prepare yourself, unconsciously in most cases, 
To pre-read a chapter:
Skim through and examine headings and sub-headings.
Look at any illustrations.
Read the summary at the end if there is one.
Read the introductory and concluding paragraphs.
Find the topic sentence, awareness of paragraph structure can help you to identify the main point in a paragraph from the detail or supporting evidence.“The topic sentence of the paragraph above comes at the end”
Reading for different purposes
You will be reading for three different purposes at university:
· To gather material that must be understood and recalled in detail.
· To understand and evaluate the author’s purpose in writing and the supportive arguments or evidence presented.
· Background reading, pre-reading and finding the topic sentence may be all that is required for background reading.
SQ3R and SQ4R
The first system that we will consider is called the SQ3R method. The derivation of its name will become clear as you read on. There are five stages to pass through, each one dependent on the stage preceding.
i. Survey: Glance over the headings in the chapter and read the final paragraph. 
ii. Question: Go back to the beginning of the chapter and turn the first heading into a question. 
iii. Read: To find the answer to your question, read to the end of the first section. Here you are looking for material to clarify arguments and assumptions, to evaluate them.
iv. Recite/Recall: Look away from your text now and attempt to recall the answer to your question. 
v. Review: Look over all your notes to get a summary of all the points and their relationships with each other. 
Using the five steps of the SQ3R method is likely to result in faster reading, highlighting of important points and assisting in the process of installing them in your memory.
SQ4R is a minor variant of SQ3R. The variation has the potential to be important for some readers.
Muscle reading
This system comes from the United States. It is based on SQ3R and it specifies more text highlighting or more note-taking. They are:
• Pry out questions.
• Root up answers.
• Recite, review and review again.
PREP its made up of three main steps:
 Preview, this is the preparation 
Read to understand, whilst reading, certain questions, relating to the detail or ideas that you want to be made clear for you.
• Underline or highlight important words, sentences or passages.
• Write marginal notes.
• Keep a brief record of the most important points from the text in note form. 
Process to learn, In this final stage more activity is called for, leading to more engagement with the information and ideas in the text. Activities can include:
• Writing a short summary. 
• Creating visual study tools – diagrammatic representation of the ideas and information.
• Creating mnemonics or simple and memorable rhymes.
• Reciting the main points of your notes.
S-RUN
The principles of this system are very close to those underpinning the preceding systems. 
• Survey: Survey the chapter, read and consider the title and the introduction, as well as all of the headings, charts, graphs and diagrams.
• Read: read the chapter.
• Underline: For each section, underline material that explain
• Note-take: Write brief notes on the material. 
8.4. READING STRATEGIES AND SKILLS
According to the book, THE BUSINESS STUDENT’S HANDBOOK by Sheila Cameron, Gaining information by reading is one of the most sophisticated skills that we possess. Fine-tuned physical skills are required to use our eyes effectively.
Using your eyes, It is important that you do the following exercise before reading any further. Most readers are unaware of their eye movements while they read, assuming, if they think about it at all, that their eyes are moving steadily along each line before moving to the next..
At the purely technical level, it is possible to achieve reading speeds of up to 1000 words per minute by:
· Reducing the number of fixations per line, stopping every three to six words rather than every one
· Eliminating backward movement and wandering.
· Reducing the duration of each fixation.
If you wish to reach this sort of speed, you will need to work at it. 
Increasing reading speed, feedback is essential to keep up your motivation and to enable you to see when your rate of improvement is starting to level off. .
Reading practice activities
i. Muscle exercise: fixate alternately between the top left-hand and right-hand corners of the page, moving your eyes between them as quickly as possible.
ii. Page turning: practise rapid page turning. 
iii. Reducing fixations: practise fixating less often. 
iv. Speed reading: still using your eye guide, practise reading as fast as you can for one minute, regardless of comprehension. 
v. Progressive acceleration: using light- to medium-density material, and starting with your fastest comfortable ‘reading with comprehension’ speed.
vi. Pre-scanning: using fairly light-density material, start at the beginning of a chapter. 
8.5. Challenge what you read 
The process of unconscious thought you will rehearse centres on the notion that you are simply a novice student and the writer is a established academic, or similar expert. (Studying and Learning At University) 
· The author’s expertise: in spite of having a range of qualifications and experience in a particular area of expertise.
· Time and place: what you are reading could be out of date. 
· Knowledge: the nature of knowledge is such that demonstrating something to be correct and true is not always possible. 
· Ambiguity: if something is not clear or is in some way ambiguous, pay more attention to it. 
· Inconsistency: if you detect flaws in the presentation of an argument, do not accept it.
· Unintelligent use of language: vacuous expressions, which are woolly and open to mis-interpretation, 
· Generalisation: in much research it is not possible to investigate every case of a phenomenon and so moving from a specific case to a general case is a valid activity. 
· Economy with the use of evidence.
· Consensus: phrases such as ‘we all know that’ should give cause for concern. 
· Authority: just because na expert supports some view does not mean that it is correct. Even experts must have good evidence. 
8.6. Reading to learn
Reading to learn is a set of strategies that enable teachers to support all students in their classes to read and write at the levels they need to succeed. It has been in development globally since the early 2000s at all stages of education. Reading to learn responses to the growing and urgent needs of marginalised learners and can rapidly improve reading and writing for educational access and success.
Early years
R2L supports all children aged 4-6 to become independent readers and to write successful texts. Using illustrated story books, teachers use R2L to improve skills such as comprehension, word recognition, spelling, letter formation, sentence construction and story writing. Because these skills are learnt in the meaningful, engaging context of shared reading books, children can acquire them much faster than through only using standalone alphabet, phonics and sight word drills.
Primary years, for children aged 7-12, read to learn is designed to engage them in reading and writing stories for pleasure, factual texts and to evaluate texts, issues and points of view. Teachers select and use texts in the subject areas that the class is studying to teach skills in reading and writing, at the same time as learning the content of each subject area. Read to learn enables all students to read and write texts at the same high level, rather then giving them texts at different ‘ability levels’. This ensures allstudents are ready to succeed in secondary school.
Secondary years, those aged 13-18 are supported by reading to learn the content of each curriculum area through reading and writing. Teachers use the texts that students are expected to read in each subject area, to guide them to learn through reading, and to demonstrate what they learnt through writing. R2L enables teachers to balance the curriculum demands for ‘covering the content’, with teaching essential skills that students need to read and write independently. R2L ensures that all students are well prepared for further education, work and life in general.
At home used by caregivers to support their children become independent readers and to write texts successfully. Just like in the years classroom, caregivers can use illustrated story books to improve skills such as comprehension, word recognition, letter formation, sentence construction. As the child grows, caregivers can use more complex texts and support their child’s developing understanding of concepts such as inference, perspective and audience.
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8.7. Keeping a record of what you read the using APA STYLES
In all of the above strategies for reading there is a place for recording or note-taking. This can be a very personal, even a idiosyncratic, activity and we will consider this in detail in a later chapter, you will find it difficult, frustrating and extremely time-consuming to attempt to re-trace your steps and find the essential missing details.
Bibliographic software, the aim of bibliographic software is to allow you to input, store, organise, retrieve and format lists of references in a simple and straightforward way. 
Conclusion
Critical thinking is about reasoning and inquiring so as to form and update one’s beliefs based on good reasons. Because critical thinking skills are valuable in a world that emphasizes the ability to navigate information, becoming a critical thinker is practically useful to us as individuals.
It is also of crucial social and political value: e.g., a well-functioning democracy requires citizens who think critically about the world. And critical thinking has liberatory potential: it provides us with tools to criticize oppressive social structures and envisage a more just, fair society.
Reading for pleasure and Power is about teaching Literacy through using high quality books and creative teaching approaches such as art and drama. This approach aims to engage and motivate students in their literacy learning and also enables them to deepen their understanding of texts and provides a meaningful context for writing. Some of the quality texts we have used as a basis for literacy learning.
Bibliographic references
The Study Skills Handbook by Stella Cottrel.
Dictionary of Language and Linguistics, Hadumod Bussmann, translated and edited by Gregory Trauth and Kerstin Kazzazi.
THE BUSINESS STUDENT’S HANDBOOK by Sheila Cameron.
Studying and Learning At University by Alan Pritchard
Cunningham & Stanovich, 1998
Aarnoutse & van Leeuwe, 1998
© 2022, Reading to LearnUse left/right arrows to navigate the slideshow or swipe left/right if using a mobile device
Krashen, 1993; Anderson et al, 1988; but also See Taylor et al., 1990
Cipielewski & Stanovich, 1992; Cox & Guthrie, 2001)
www.dictionary.com
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