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Critical Thinking Activities to Improve Writing Skills Descriptive Mysteries Where-Abouts Arguments Whatcha-Macallits

Written by

Michael Baker

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Critical Thinking Activities to Improve Writing Skills ArgumentsCritical Thinking Activities to Improve Writing Skills Arguments

Teacher Suggestions.............................................. iii

Problem 1. perceiving.reasonable.and.unreasonable.inferences.•.identifying.cause.and.effect.•.generating.divergent.production......................................... 1

Problem 2. perceiving.reasonable.and.unreasonable.inferences.•.identifying.cause.and.effect.•.evaluating.a.source.of.information.•.identifying.a.conclusion.that.does.not.follow.from.the.given.evidence............................ 5

Problem 3. identifying.a.conclusion.that.does.not.follow.from.the.given.evidence.•.recognizing.words.taken.out.of.context.•.understanding.grammar’s.relationship.to.truth.value.•.perceiving.reasonable.and.unreasonable.inferences................... 9

Problem 4. perceiving.reasonable.and.unreasonable.inferences.•.generating.divergent.production.•.identifying.relevant.and.irrelevant.information....13

Problem 5. identifying.cause.and.effect.•.identifying.a.sequence.•.identifying.relevant.and.irrelevant.information.•.perceiving.reasonable.and.unreasonable.inferences................. 17

Problem 6. understanding.grammar’s.relationship.to.truth.value.•.perceiving.reasonable.and.unreasonable.inferences.•.recognizing.words.taken.out.of.context.............................................21

Problem 7. identifying.relevant.and.irrelevant.information.•.perceiving.reasonable.and.unreasonable.inferences.•.identifying.fact.and.opinion.•.evaluating.a.source.of.information................................. 25

ContentsProblem 8. perceiving.reasonable.and.

unreasonable.inferences.•.identifying.cause.and.effect.•.generating.divergent.production...................... 30

Problem 9. understanding.argument.by.analogy.•.identifying.premises.and.conclusions.•.identifying.a.conclusion.that.does.not.follow.from.the.given.evidence.•.identifying.fact.and.opinion.•.identifying.relevant.and.irrelevant.information..................................... 34

Problem 10. perceiving.reasonable.and.unreasonable.inferences.•.identifying.relevant.and.irrelevant.information.•.identifying.a..conclusion.that.does.not.follow.from.the.given.evidence...... 39

Problem 11. understanding.grammar’s.relationship.to.truth.value.•.perceiving.reasonable.and.unreasonable.inferences.......... 43

Problem 12. identifying.fact.and.opinion.•.identifying.relevant.and.irrelevant.information.•.evaluating.a.source.of.information.•.perceiving.reasonable.and.unreasonable.inferences.......... 47

Problem 13. identifying.relevant.and.irrelevant.information.•.identifying.a.sequence.•.identifying.cause.and.effect........... 52

Problem 14. understanding.grammar’s.relationship.to.truth.value.•.perceiving.reasonable.and.unreasonable.inferences.•.evaluating.a.source.of.information....................... 57

Problem 15. understanding.grammar’s.relationship.to.truth.value.•.perceiving.reasonable.and.unreasonable.inferences.......... 61

Problem 16. perceiving.reasonable.and.unreasonable.inferences.•.evaluating.a.source.of.information.•.identifying.a.sequence.•.identifying.relevant.and.irrelevant.information.•.identifying.a.conclusion.that.does.not.follow.from.the.given.evidence.......................... 65

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Critical Thinking Activities to Improve Writing Skills Arguments

Teacher Suggestions

ABOUT THIS BOOK

This book provides entertaining, easy-to-use critical think-ing activities to supplement your existing writing program. The prewriting and/or writing activities emphasize real-life communication skills. The material is applicable for students in grades 4–12+.

RATIONALE

Writing allows us to ponder and choose our words carefully and provides a record of our discourse. Choosing our words carefully can produce clear, concise, and accurate com-munication. Writing clearly and accurately is fundamental to all areas of writing.

The problems in Arguments give students practice in communicating their analysis of short, complex problems. Students participate verbally in the critical analysis of each problem before they are asked to write a response. This enables them to improve their critical thinking skills and to observe the importance of critical thinking in reading and writing. Students will be exposed to the following critical thinking skills:

n identifying premises and conclusions

n identifying a sequence

n understanding grammar’s relationship to truth value

n identifying relevant and irrelevant information

n identifying fact and opinion

n perceiving reasonable and unreasonable inferences

n identifying cause and effect

n understanding argument by analogy

n evaluating a source of information

n identifying a conclusion that does not follow from the given evidence

n recognizing words taken out of context

n generating divergent production

INSTRUCTIONS

Make overhead transparencies of both a student activity page and a student question page, or copy these and distribute copies to each student. Ask students to read the problem. Begin by asking the questions on the student question page. The teaching strategy for each problem includes a sample answer (response) to each of the

student questions and to each step of the writing activity. These answers are provided as an aid for the teacher. They will make it easier for a teacher to lead his or her students through the analysis of a problem. If a student responds with an alternative answer that is not covered in the sample response, remember that any answer is acceptable provided the thinking behind the answer is sound.

Always ask a student to justify (give the reasoning be-hind) his or her answer. Always ask the other students if they agree with the reasoning behind a student’s response to a question. If someone disagrees, ask him or or her to explain why (s)he disagrees with the answer. If all agree, ask several students to explain why they agree.

Questions marked with an asterisk in the questioning strat-egy indicate optional questions that deal more directly with the student writing assignment. Asking these questions will make the writing assignment easier.

Once the questioning strategy has been completed, you can use the activities to work on a variety of prewriting and/or writing skills. For example, if you wish to work on outlining, you can have students outline their responses instead of having them write complete responses, as requested on the activity pages. If you wish to work on all phases of the writing process, you can take your students through the various steps in your particular program.

STUDENT’S ROLE

In these activities, students are asked to read a written argu-ment, answer specific questions dealing with the analysis of that argument, and write their analysis in letter form.

TEACHER’S ROLE

The teacher must decide when to use the activities to work on a variety of prewriting and/or writing skills. Then the teacher should lead the students through the verbal ques-tioning process using the questions and answers listed in the teaching strategy for each activity. During this process, students should always be asked to justify the reasoning behind their answers or behind their objections to other student’s answers. The teacher’s final role is correcting students’ written responses.

EVALUATION

Teachers can easily evaluate their student’s critical think-ing improvement by monitoring how acute the students become in their verbal responses to the activity questions. Correcting students’ written responses allows teachers to evaluate student’s improvement in writing skills as well as in critical thinking skills.



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PROBLEM 1

Mr. Smith is on the phone and would like your advice about a problem. He

would like to capture twenty different kinds of moths for his science laboratory.

He was told that moths could be found in any vacant field.

After trying every afternoon for almost two weeks, Mr. Smith has only seen

four different kinds of moths. He has come to the conclusion that most moths

must have very good hearing. He believes these moths must hear him coming

and hide or fly away before he can see them.

Mr. Smith would like you to write to him to explain the following:

– What is he doing wrong?

– What should he do if he wants to catch some moths?




2 © 1989 The Critical Thinking Co.™ • www.CriticalThinking.com • 800-458-4849

PROBLEM 1 — QUESTIONS

1. What does Mr. Smith want us to do? . .

2. How is Mr. Smith trying to catch moths?

3. How long has Mr. Smith been trying to catch moths?. .

4. Why does Mr. Smith think he has been unable to catch a moth?. .

5. Why does Mr. Smith believe that moths have good hearing?. .

6. If you were the size of a moth and had good hearing and someone was hunting you in a field, would you be able to hear them coming and hide from them before they saw you?. .

7. Do you think Mr. Smith’s conclusion—that the moths hear him coming—is correct? Can you think of any other reason why Mr. Smith has seen so few moths?. .

8. What else could Mr. Smith do to make it easier for him to catch moths?. .





PROBLEM 1 — TEACHING STRATEGY

n perceiving reasonable and unreasonable inferencesn identifying cause and effectn generating divergent production

Make transparencies of the Problem 1 student activity page and the question page, or copy these and distribute copies to each student. Ask students to read the prob-lem, then begin asking the questions below. Whenever appropriate, ask students to justify their answers. When a response is given, ask the other students if they agree. If someone disagrees, ask him or her to explain why (s)he disagrees with the answer. If all agree, ask several students to explain why they agree.

1. What does Mr. Smith want us to do? . [Explain.to.him.why.he.has.not.been.able.to.catch.moths..Advise.him.how.to.go.about... catching.them.]

2. How is Mr. Smith attempting to catch moths? [He.has.been.going.to.vacant.fields.in.the.afternoon.]

3. How long has Mr. Smith been trying to catch moths?. [Two.weeks.]4. Why does Mr. Smith think he has been unable to catch a moth?. [He.thinks.the.moths.hear.him.coming.and.are.able.to.avoid.him.]

5. Why does Mr. Smith believe moths have good hearing?. [Mr..Smith.believes.that.moths.having.good.hearing.explains.why.he.never.sees.any... moths..He.believes.the.moths.hear.him.coming.and.hide.or.fly.away.before.he.can....... see.them.]

6. If you were the size of a moth and had good hearing and someone was hunting you in a field, would you be able to hear them coming and hide from them before they saw you? . [Yes,.you.probably.could.]

7. Do you think Mr. Smith’s conclusion—that the moths hear him coming—is correct? Can you think of any other reason why Mr. Smith has seen so few moths?. [Mr..Smith’s.theory.is.incorrect..Mr..Smith.is.hunting.moths.in.the.afternoon..Most.... moths.do.not.come.out.in.the.daytime,.they.only.come.out.at.night..Mr..Smith.has....... not.seen.many.moths.in.the.afternoon.because.so.few.moths.are.flying.around.in.......... the.afternoon.]

*8. Besides hunting for moths at night, what else could Mr. Smith do to make it easier for him to catch moths?. [He.could.use.a.butterfly.net.and.a.light.source.to.attract.the.moths.]

Skills

Instructions

QuestioningStrategy





To.explain.to.Mr..Smith.that.few.moths.are.active.during.the.daytime..To.advise.him.to.try.hunting.moths.at.night..

Mr..Smith

Mr..Smith’s.method.of.catching.moths.could.be.improved..Mr..Smith.should.try.hunting.moths.at.night.using.a.light.source.and.a.butterfly.net..

. I.. Mr..Smith.is.hunting.moths.in.the.afternoon.

.II.. Most.moths.are.active.only.at.night.

.III.. Mr..Smith.should.try:

. . A.. hunting.at.night

. . B.. using.a.light.to.attract.the.moths

. . C.. using.a.butterfly.net

Dear.Mr..Smith:

. You.are.hunting.moths.during.the.wrong.time.of.day..Most.moths.are.active.only.at.night..A.better.way.to.catch.moths.would.be.to.hunt.at.night.with.a.butterfly.net.and.a.light..Moths.are.attracted.to.lights.at.night..As.the.moths.start.flying.around.your.light,.you.can.easily.capture.them.with.your.butterfly.net.

Sincerely,

Purpose

Message

Outline

Letter

Audience





PROBLEM 2

Mr. Smith is on the phone and he would like your help. His pet snake,

Squeezer (a boa constrictor), has a red spot on his skin. Mr Smith has had

Squeezer for three years and has never seen him with a red spot before.

Mr. Smith’s good friend, Mr. Beagan, has two ribbon snakes. He told Mr.

Smith that he should just ignore the red spot. Mr. Beagan said that one of his

snakes had a red spot once and it went away on its own.

Dr. Bowen, a veterinarian in town, told Mr. Smith that a red spot on a Boa

could indicate a very serious problem and that Mr. Smith should bring Squeezer

in immediately for examination.

Mr. Smith would like your advice. He would like you to tell him:

– Whose advice should he take?

– Why should he take that person’s advice rather

than the other person’s?





1. What does Mr. Smith want you to do?

2. What is wrong with Squeezer?

3. Who is offering Mr. Smith advice?

4. What was Mr. Beagan’s advice to Mr. Smith?

5. Why does Mr. Beagan think the red spot will go away on its own?

6. Name a couple of things that might cause a red spot on your own arm.

7. Can more than one thing cause a red spot on a snake?

8. Was the red spot on Squeezer caused by the same thing that caused the red spot on Mr. Beagan’s snake?

9. Does Dr. Bowen know what caused the red spot on Squeezer?

10. If Dr. Bowen does not know what caused the red spot on Squeezer, why does she suggest Mr. Smith bring Squeezer in immediately?

11. What could happen if Mr. Smith does not take Squeezer to Dr. Bowen and the red spot was not caused by the same thing that caused the red spot on Mr. Beagan’s snake? 12. What will happen if Mr. Smith takes Squeezer into Dr. Bowen and it turns out that the red spot was caused by the same thing which caused the red spot on Mr. Beagan’s snake?

13. Is there any reason why a person might not take his or her pet to the veterinarian if s(he) suspects the pet’s illness is not serious?

14. To whom would you think Mr. Smith should listen? 15. Why should he take Dr. Bowen’s advice rather than Mr. Beagan’s advice?

PROBLEM 2 – QUESTIONS





PROBLEM 2 – TEACHING STRATEGY

n perceiving reasonable and unreasonable inferencesn identifying cause and effectn evaluating a source of informationn identifying a conclusion that does not follow from the given evidence


1. What does Mr. Smith want you to do? [Explain.to.him.whether.he.should.take.the.advice.of.Dr..Bowen.or.Mr..Beagan.]

2. What is wrong with Squeezer? [He.has.a.new.red.spot.on.his.skin.]

3. Who is offering Mr. Smith advice? [His.friend,.Mr..Beagan,.and.Dr..Bowen,.a.veterinarian.]

4. What was Mr. Beagan’s advice to Mr. Smith? [To.ignore.the.red.spot.on.Squeezer.and.the.spot.will.go.away.on.its.own.]

5. Why does Mr. Beagan think the red spot will go away on its own? [One.of.Mr..Beagan’s.ribbon.snakes.developed.a.red.spot.once.and.it.went.away.on.... its.own.]

6. Name a couple of things that might cause a red spot on your own arm. [A.scrape,.skin.infection,.pimple,.burn,.bruise,.measles,.chicken.pox,.etc.]

7. Can more than one thing cause a red spot on a snake? [Probably.many.different.things.can.cause.a.red.spot.on.a.snake.]

8. Was the red spot on Squeezer caused by the same thing that caused the red spot on Mr. Beagan’s snake? [We.don’t.know..Both.snakes.would.probably.have.to.be.examined.]

9. Does Dr. Bowen know what caused the red spot on Squeezer? [No,.she.cannot.tell.without.doing.an.examination.]

10. If Dr. Bowen does not know what caused the red spot on Squeezer, why does she suggest Mr. Smith bring Squeezer in immediately? [Dr..Bowen.believes.a.red.spot.on.a.Boa.could.indicate.a.very.serious.problem.]

11. What could happen if Mr. Smith does not take Squeezer to Dr. Bowen and the red spot was not caused by the same thing that caused the red spot on Mr. Beagan’s snake?

Skills

Instructions

QuestioningStrategy





[Two.things.could.happen..One,.the.cause.of.the.spot.could.be.harmless.to.Squeezer.... Two,.the.cause.of.the.spot.could.be.harmful.to.Squeezer.and.he.may.suffer.and/or.die.].

12. What will happen if Mr. Smith takes Squeezer into Dr. Bowen and it turns out that the red spot was caused by the same thing which caused the red spot on Mr. Beagan’s snake? [Dr..Bowen.will.probably.inform.Mr..Smith.that.the.cause.of.the.red.spot.is.not.a.. .. serious.threat.to.Squeezer’s.health.]

13. Is there any reason why a person might not take his or her pet to the veterinarian if s(he) suspects the pet’s illness is not serious? [Yes..For.example,.taking.an.animal.to.a.veterinarian.can.be.expensive.]

*14. To whom would you think Mr. Smith should listen? [If.he.would.rather.be.safe.than.sorry.about.Squeezer’s.health,.he.should.listen.to.the... person.who.would.know.the.most.about.Squeezer...In.this.case,.that.would.most.likely... be.Dr..Bowen.]

*15. Why should he take Dr. Bowen’s advice rather than Mr. Beagan’s advice?. [Dr..Bowen.has.studied.animal.care..Mr..Beagan.cannot.be.sure.that.Squeezer’s.red.... spot.was.caused.by.the.same.thing.that.caused.the.red.spot.on.his.ribbon.snake..The... best.way.to.find.the.cause.of.Squeezer’s.red.spot.is.an.examination.by.a.veterinarian.] To.explain.to.Mr..Smith.why.he.should.listen.to.Dr..Bowen.

Mr..Smith

Listen.to.Dr..Bowen..She.probably.knows.more.about.Squeezer.than.Mr..Beagan..If.Dr..Bowen.examines.Squeezer,.she.should.be.able.to.figure.out.if.the.cause.of.the.red.spot.is.se-rious.or.not..If.Mr..Beagan.is.wrong.about.the.cause.of.the.red.spot,.Squeezer.might.become.sick.or.die..I.. Listen.to.Dr..Bowen. A.. If.Dr..Bowen.examines.Squeezer,.she.should.be.able.to.figure.out.if.the.cause.of.the... . red.spot.is.serious.or.not.. . .. B.. If.Mr..Beagan.is.wrong.about.the.cause.of.the.red.spot,.Squeezer.might.become.sick... . or.die.

Dear.Mr..Smith:

. I.think.you.should.listen.to.Dr..Bowen..She.has.studied.animals.and.she.probably.knows.more.about.Squeezer.than.Mr..Beagan.does..If.Dr..Bowen.examines.Squeezer,.she.should.be.able.to.figure.out.if.the.cause.of.the.red.spot.is.serious.or.not..If.Mr..Beagan.is.wrong.about.the.cause.of.the.red.spot,.Squeezer.might.become.sick.or.die.

Sincerely,.

Audience

Purpose

Outline

Message

Letter





Kay and some of her classmates from Hull Junior High School decided to

organize another Saturday afternoon soccer game among themselves. The game

was played on the school playground. During the game, the ball was occasion-

ally kicked or deflected out of bounds into Mr. Berta’s neighboring garden. About

the fourth time the ball bounced into Mr. Berta’s garden, Mr. Berta came running

out of his house, angrily picked the ball out of his tulip plants, and demanded

the girls stop playing their game. He stated the following:

All.you.girls.attend.Hull.Junior.High.School..That.makes.this.a.school.

event..I.just.called.the.school.board.and.they.told.me.there.are.no.soc-

cer.games.scheduled.at.Hull.Junior.High.School.this.Saturday..No.soc-

cer.today.means.no.soccer.today!.If.you.don’t.break.up.this.game.and.

go.home,.I’ll.ask.your.principal.to.expel.you.kids.from.school.

Kay and her friends were very upset. This was not the first time Mr. Berta

had tried to stop their game. Three weeks ago he had tried unsuccessfully to

have the police stop their game.

Kay went home and told her mother what had happened. Kay’s mother

laughed and told Kay she had a brain like a soccer ball. Kay would like you to

analyze Mr. Berta’s argument and write Mr. Berta a letter pointing out the flaw

in his argument.

PROBLEM 3






1. What does Kay want us to do?

2. Can we assume that Mr. Berta is not a soccer fan?

3. Why do you think Mr. Berta is interested in stopping Kay and her friends from playing their soccer game?

4. Why does Mr. Berta believe he can get the Hull Junior High School principal to expel the students from school?

5. Do we know for certain that all the girls attend Hull Junior High School?

6. What makes an event a school event?

7. Was the soccer game sponsored or organized by school personnel? 8. Are school events always limited to the hours students are in class?

9. If Kay and her friends all attend Hull Junior High School, does this make their game a school event?

10. Does the fact that the girls were playing on Hull Junior High School property when the school was closed make their game illegal? 11. What is wrong with Mr. Berta’s argument?






n identifying a conclusion that does not follow from the given evidencen recognizing words taken out of contextn understanding grammar’s relationship to truth valuen perceiving reasonable and unreasonable inferences


1. What does Kay want us to do? [Write.Mr..Berta.a.letter.pointing.out.any.weaknesses.in.his.argument.]2. Can we assume that Mr. Berta is not a soccer fan? [No,.he.may.enjoy.playing.and/or.watching.soccer,.but.apparently.he.wants.the.girls.to... stop.playing.their.Saturday.soccer.match.]3. Why do you think Mr. Berta is interested in stopping Kay and her friends from playing their soccer game? [Possibly.because.he.is.unhappy.about.the.soccer.ball.damaging.his.garden..He.did.... come.running.out.of.the.house.the.fourth.time.the.ball.bounced.into.his.garden.and.he... angrily.retrieved.it.out.of.his.tulip.plants..However,.we.cannot.say.with.certainty.why... he.objects.to.the.game.with.the.information.we.are.given.]4. Why does Mr. Berta believe he can get the Hull Junior High School principal to expel the students from school? (It may be helpful to write the argument on the board.) [1.. If.all.the.girls.attend.Hull.Junior.High.school,.then.their.soccer.game.is.a.. .. . school.event.... .2.. If.the.soccer.game.is.a.school.event.and.no.soccer.event.is.scheduled.for.Hull.. .. . Junior.High.School.that.day,.then.the.girls.cannot.play.soccer.at.Hull.Junior.. .. . High.School.that.day.]5. Do we know for certain that all the girls attend Hull Junior High School? [Yes,.the.first.sentence.tells.us.that.the.game.was.played.“among”.girls.from.Hull.. .. Junior.High.School.]6. What makes an event a school event? [A.school.event.is.generally.an.event.sponsored.or.organized.by.school.personnel.for... the.purpose.of.contributing.to.or.meeting.school.objectives.]7. Was the soccer game sponsored or organized by school personnel? [No,.the.first.sentence.tells.us.that.“Kay.and.and.some.of.her.classmates.from.Hull.. .. Junior.High.School.decided.to.organize.another…soccer.game.among.themselves.”]

Skills

Instructions

QuestioningStrategy





8. Are school events always limited to the hours students are in class? [No,.school.events.(e.g.,.athletics,.arts).often.take.place.after.class.or.on.weekends.]

9. If Kay and her friends all attend Hull Junior High School, does this make their game a school event? [No,.that.fact.alone.does.not.make.the.game.a.school.event..Friends.attending.the.. .. same.school.often.organize.and/or.take.part.in.social.activities.that.are.not.organized.or... sponsored.by.their.schools.]

10. Does the fact that the girls were playing on Hull Junior High School property when the school was closed make their game illegal? [No,.unless.there.is.a.law.in.the.area.that.would.prohibit.playing.the.game.on.school... property.when.the.school.is.closed..This.does.not.seem.to.be.the.case.since.we.are.told... that.Mr..Berta.tried.unsuccessfully.to.have.the.police.stop.one.of.the.games.]*11. What is wrong with Mr. Berta’s argument?

[Mr..Berta.claims.that.the.soccer.game.is.a.school.event.if.all.the.kids.in.the.game.. .. attend.the.same.school..The.soccer.game.is.not.a.school.event..Friends.attending.the... same.school.often.organize.and/or.take.part.in.social.activities.that.are.not.organized... or.sponsored.by.their.schools..The.fact.that.the.police.would.not.stop.the.games.indi... cates.the.games.are.not.illegal..Therefore,.the.school.principal.will.not.expel.the.stu... dents.for.playing.soccer.at.the.schoolyard.on.the.weekends.] To.write.Mr..Berta.a.letter.pointing.out.any.flaw(s).in.his.argument....

Mr..Berta

Your.argument.is.flawed..The.fact.that.all.the.girls.in.the.soccer.game.are.from.the.same.school.does.not.make.the.game.a.school.event..The.soccer.games.appear.to.be.legal..The.school.principal.will.not.expel.students.for.playing.soccer.at.the.schoolyard.on.weekends..

. I.. Your.argument.is.flawed.

. II.. The.fact.all.the.girls.that.played.in.the.game.were.from.the.same.school.does.not.. .

. . make.the.game.a.school.event.

.III.. The.soccer.games.appear.to.be.legal.

.IV.. Therefore,.the.school.principal.will.not.expel.students.for.playing.soccer.at.the.. .

. . schoolyard.on.the.weekend...

Dear.Mr..Berta:

. Your.argument.is.flawed..The.fact.that.all.the.girls.in.the.soccer.game.attend.the.same.school.does.not.make.the.game.a.school.event..Friends.attending.the.same.school.often.organize.and/or.take.part.in.social.activities.that.are.not.organized.or.sponsored.by.their.schools..The.fact.that.the.police.would.not.stop.the.games.indicates.the.games.are.not.illegal..The.school.principal.will.not.expel.students.for.playing.soccer.at.the.schoolyard.on.the.weekends..

Sincerely,. .

Purpose

Message

Audience

Outline

Letter





Diving to a depth of 120 feet, Margret could see the ship lying on its side at

the bottom of a slope. Her visibility was down to 80 feet. She could no longer

see the sunlight piercing the surface of the ocean. The edge of the kelp forest

looked like a solid black mass up on the slope. At this depth all the rocks and

crustaceans around Margret appeared to be shades of gray. She watched a

large moray eel slowly disappear into a hole in the ship.

Margret continued to scan the ship for an opening into the hull. The water

seemed suddenly empty of sea life. Then, just 20 feet overhead, passed a large

silhouette that must have been 10 feet long. The shark cut effortlessly through

the water. She could not identify what type of shark it was. Margret hoped it

would continue to swim away from the ship, but at a distance of 60 feet, the

shark turned back in her direction. She was terrified but knew she had to keep

thinking. She knew the more she panicked, the more air she would breathe from

her tanks. Margret had to decide a plan of action.

Write a paragraph that will finish the story and that answers the questions

below.

1. Does Margret escape the shark?

2. If she does escape, how does she do it?

3. Why does the shark turn back in Margret’s direction?

PROBLEM 4





1. Are Margret’s air tanks low on air?

2. How would you account for the fact that at 120 feet below the surface of the water “... all the rocks and crustaceans around Margret appeared to be shades of gray”?

3. Did the shark notice Margret?

4. If the shark did notice Margret, is it possible that Margret is not in danger?

5. If you were Margret, would you try to find out what type of shark it is before you do anything, or would you take action immediately?.







n perceiving reasonable and unreasonable inferencesn generating divergent productionn identifying relevant and irrelevant information


In this activity, students may use any type of response, no matter how creative or bizarre, as long as it answers the questions and is consistent with the information provided in the story.

1. Are Margret’s air tanks low on air? [Possibly,.we.cannot.tell..We.know.that.Margret.is.concerned.about.the.amount.of.air... she.will.use.if.she.begins.to.panic..We.are.told,.“She.knew.the.more.she.panicked,.the... more.air.she.would.breathe.from.her.tanks.”.This.may.indicate.that.she.is.low.on.air... and/or.she.is.concerned.about.the.amount.of.air.she.may.need.if.she.has.to.stay.down... longer.than.she.had.planned...However,.she.may.not.be.low.on.air...Before.she.saw.the... shark,.we.were.given.no.indication.that.she.was.concerned.about.her.air.situation... .. Perhaps.she.is.only.concerned.about.running.low.on.air.as.a.result.of.panic.breathing.]

2. How would you account for the fact that at 120 feet below the surface of the water “... all the rocks and crustaceans around Margret appeared to be shades of gray”? [As.you.dive.deeper.from.the.surface,.you.dive.farther.from.the.light.at.the.surface..... The.objects.probably.only.appeared.to.be.gray.because.of.the.lack.of.available.light.... With.more.light.to.see,.the.objects.may.have.shown.more.color..When.diving.at.ex-. .. treme.depths.and/or.in.murky.water,.many.divers.use.lights.]

3. Did the shark notice Margret? [Probably,.but.we.cannot.say.for.sure..There.is.nothing.in.the.story.that.directly.tells.us... the.shark.noticed.Margret..The.shark.did.swim.20.feet.over.her.head,.and.it.did.turn.at... 60.feet.and.head.back.in.her.direction,.but.it.is.possible.that.the.shark.did.not.notice.... Margret.]

4. If the shark did notice Margret, is it possible that Margret is not in danger? [It.is.possible..It.depends.on.the.type.of.shark.she.is.dealing.with..Some.types.of.shark... have.been.known.on.occasion.to.attack.a.human..Other.types.have.never.been.known.to... attack.a.human..For.example,.if.the.shark.in.the.story.is.a.great.white.or.mako.shark,... Margret.could.be.in.grave.danger...If.the.shark.is.a.basking.shark.or.nurse.shark,.she.is... in.little.or.no.danger.(these.sharks.do.not.ordinarily.bother.divers).]

Skills

Instructions

QuestioningStrategy





5. If you were Margret, would you try to find out what type of shark it is before you do anything, or would you take action immediately?. [It.would.probably.be.smarter.to.assume.the.shark.is.dangerous..If.the.shark.is.not.dan-.. gerous.and.you.wait.to.see.what.type.of.shark.it.is,.you.have.wasted.time.you.could.... have.used.to.avoid.a.possible.attack.]

To.write.a.paragraph.that.will.finish.the.story.and.that.answers.the.questions.below1.. Does.Margret.escape.the.shark?2.. If.she.does.escape,.how.does.she.do.it?3.. Why.does.the.shark.turn.back.in.Margret’s.direction?

Anyone.reading.the.story

Margret.swam.to.the.ship..The.shark.turned.to.attack.Margret..She.spotted.a.hole.in.the.side.of.the.ship..She.swam.through.the.hole.to.safety...

. I.. Margret.swam.to.the.ship.

. II.. The.great.white.shark.turned.to.attack.her.

.III.. Margret.spotted.a.hole.in.the.side.of.the.ship.

.IV.. The.shark.swam.away.

She.swam.to.the.ship.searching.for.an.entrance..The.great.white.shark.swam.toward.her..She.spotted.a.hole.in.the.side.of.the.ship.and.swam.through..Fortunately,.the.hole.was.too.small.for.the.shark.to.swim.through..The.shark.swam.away.into.the.gray.water.

Audience

Message

Outline

Story

Purpose





PROBLEM 5 Mr. Smith needs your help. He wants to find Mrs. Smith to let her know that

her sister has made a surprise visit and is waiting for her at their home. His

problem is: Mrs. Smith left a list of things she is doing today, but he cannot

figure out in what order she is doing them. If he knows in what order Mrs. Smith

is doing her errands, he will have a better chance of finding her.

Mr. Smith would like you to write him a note explaining the order in which you

believe Mrs. Smith is doing her errands and why you think she is doing them in

that order. Below is the list left by Mrs. Smith.

List.of.the.things.I.will.do.today

. –. Help.Mrs..Cronin.dig.a.hole.for.her.new.tree.after.lunch.

. –. Drive.over.to.Mrs..Cronin’s.home.for.lunch.(remember.to.buy.bread

.. . for.lunch.and.take.a.shovel).

. –. Drive.to.Porky’s.Grocery.Store.and.buy.all.our.groceries.there.

. –. *(Important).Fill.the.car.with.gas..There.is.barely.enough.gas.in.the.. .

. . tank.now.to.get.directly.to.the.gas.station.






1. What does Mr. Smith want us to do? . .

2. Why does he want to find out in what order Mrs. Smith is doing her errands?

3. What is Mrs. Smith going to do with Mrs. Cronin today?. .

4. What order is suggested in Mrs. Smith’s list for the activities that will take place at Mrs. Cronin’s house?. .

5. Can we deduce or infer (figure out) anything else from the following two clues about the order in which Mrs. Smith will do her errands: help Ms. Cronin dig a hole for her new tree after lunch; drive over to Ms. Cronin’s home for lunch (remember to buy bread for lunch and take a shovel)?. .

6. Do we know for certain that Mrs. Smith will buy the bread at Porky’s Gro- cery Store? . .

7. Is it possible that Mrs. Smith will only buy bread at Porky’s?. .

8. Do we know for certain that Mrs. Smith will buy her groceries at Porky’s Grocery Store before she goes to Mrs. Cronin’s house for lunch?. .

9. Is there enough gasoline in the tank for Mrs. Smith to stop at the store before she gets some gasoline?. .






n identifying cause and effectn identifying a sequencen identifying relevant and irrelevant informationn perceiving reasonable and unreasonable inferences


1. What does Mr. Smith want us to do?. [Figure.out.in.what.order.Mrs..Smith.is.doing.her.errands.and.why.we.think.she.is.. .. doing.them.in.that.order.]

2. Why does he want to find out in what order Mrs. Smith is doing her errands?. [He.wants.to.find.Mrs..Smith.to.let.her.know.that.her.sister,.who.has.made.a.surprise... visit,.is.waiting.at.home.for.her..If.Mr..Smith.knows.in.what.order.Mrs..Smith.is.doing... her.errands,.it.will.be.easier.for.him.to.find.her.].

3. What is Mrs. Smith going to do with Ms. Cronin today?. [She.is.going.to.have.lunch.with.Ms..Cronin,.then.help.her.dig.a.hole.for.her.new.tree... after.lunch.]

4. What order is suggested in Mrs. Smith’s list for the activities that will take place at Ms. Cronin’s house?. [The.women.will.have.lunch.first,.then.Mrs..Smith.will.help.Ms..Cronin.dig.a.hole.for... her.new.tree.]

5. Can we deduce or infer (figure out) anything else from the following two clues about the order in which Mrs. Smith will do her errands: help Ms. Cronin dig a hole for her new tree after lunch; drive over to Ms. Cronin’s home for lunch (remember to buy bread for lunch and take a shovel)?. [Yes,.Mrs..Smith.will.have.to.buy.bread.before.she.drives.to.Ms..Cronin’s.house.]

6. Do we know for certain that Mrs. Smith will buy the bread at Porky’s Grocery Store?. [Yes,.the.third.item.on.the.list.tells.us.that.Mrs..Smith.will.“buy.all.our.groceries”.at... Porky’s.Grocery.Store..Bread.is.a.grocery.item;.therefore,.according.to.the.list,.Mrs.... Smith.will.buy.it.at.Porky’s.]

7. Is it possible that Mrs. Smith will only buy bread at Porky’s? [No,.the.third.item.on.the.list.says.that.Mrs..Smith.will.“buy.all.our.groceries”.at.. .. Porky’s.Grocery.Store..Groceries.refers.to.(means).items,.not.a.single.item.]

Skills

Instructions

QuestioningStrategy





8. Do we know for certain that Mrs. Smith will buy her groceries at Porky’s Grocery Store before she goes to Ms. Cronin’s house for lunch?. [Yes,.Mrs..Smith.must.buy.bread.for.her.lunch.with.Ms..Cronin..Bread.is.a.grocery.... item.and.Mrs..Smith.will.buy.all.her.groceries.from.Porky’s.Grocery.Store.]

9. Is there enough gasoline in the tank for Mrs. Smith to stop at the store before she gets some gasoline? [Probably.not..Even.if.the.grocery.store.is.on.the.way.to.the.gas.station,.the.fourth.item... on.the.list.reads,.“There.is.barely.enough.gas.in.the.tank.now.to.get.directly.to.the.gas... station.”.“Directly”.means.without.stopping.in.between.]

To.tell.Mr..Smith.in.what.order.I.think.Mrs..Smith.will.run.her.errands.and.why.I.think.she.will.run.them.in.that.order....

Mr..Smith

I.believe.Mrs..Smith.will..fill.up.the.car.with.gasoline,.go.to.Porky’s.Grocery.Store,.have.lunch.with.Ms..Cronin,.and.finally.help.Ms..Cronin.dig.a.hole.for.her.new.tree..

Mrs..Smith.will:. I.. fill.up.the.car.with.gasoline. II.. buy.groceries.at.Porky’s.Grocery.Store.III.. have.lunch.with.Ms..Cronin.and.help.her.dig.a.hole.for.her.new.tree

Dear.Mr..Smith

. I.believe.the.first.thing.Mrs..Smith.will.do.is.to.fill.the.car.up.with.gasoline..She.will.need.to.drive.to.Porky’s.Grocery.Store.and.to.Ms..Cronin’s.house,.and.the.car.has.barely.enough.gas.in.it.to.get.directly.to.the.gas.station..Next,.Mrs..Smith.will.go.to.Porky’s.to.buy.all.her.groceries..She.must.go.to.Porky’s.before.she.goes.to.Ms..Cronin’s.because.she.needs.to.buy.bread.for.her.lunch.with.Ms..Cronin..Finally,.she.will.have.lunch.with.Ms..Cronin.and.help.her.dig.a.hole.for.her.new.tree.

Sincerely,

Purpose

Outline

Audience

Message

Note





Mr. Fields was cleaning the outside windows of his house when his neighbor,

Mr. Muir, asked if he would like some help. Mr. Fields accepted his help, and

they finished the windows in just over two hours. Mr. Fields thanked Mr. Muir for

his help and stated, “If you ever need a favor from me, Mr. Muir, all you have to

do is ask.”

The next morning, Mr. Muir called Mr. Fields and reminded him of his state-

ment. He asked Mr. Fields if he would mind returning the favor today. Mr. Fields

told Mr. Muir that he was not busy and would be happy to return the favor. When

Mr. Fields arrived, Mr. Muir asked Mr. Fields to paint the outside of Mr. Muir’s

house while he painted the inside.

Mr. Fields was stunned by the request. He informed Mr. Muir that he was

not willing to paint the outside of his house. Mr. Muir told Mr. Fields that he was

disappointed Mr. Fields was not a man of his word and asked Mr. Fields to leave

his home. Mr. Fields left.

Mr. Fields would like your help. He feels he is an honest man. He believes

Mr. Muir was not fair with him, but he has trouble explaining why. He would like

you to write a letter to Mr. Muir explaining why Mr. Muir has unjustly accused

him of not keeping his word.

PROBLEM 6






1. What does Mr. Fields want us to do?

2. What favor did Mr. Muir do for Mr. Fields, and what favor did Mr. Muir ask from Mr. Fields in return?

3. How long did it take Mr. Fields and Mr. Muir to clean the windows?

4. Why do you think Mr. Fields was stunned by Mr. Muir’s request that he paint the outside of Mr. Muir’s house?

5. Did Mr. Fields promise Mr. Muir a favor?

6. Did Mr. Fields mention anything to Mr. Muir about a time limit regarding the favor he promised Mr. Muir?

7. Do you think it was unreasonable for Mr. Muir to expect Mr. Fields to return his favor by painting the outside of Mr. Muir’s house?

8. Suppose you were entering the schoolyard one morning and your friends asked if you could play some basketball, and you answered in all honesty, “Yes, but I will have to leave in an hour.” Then your friends responded that they were not referring to playing now but an hour from now. Were you dishonest with your friends when you answered “yes” to the question?

9. Do Mr. Muir and Mr. Fields have two different interpretations (ideas) of what was promised by Mr. Fields when he said, “If you ever need a favor from me, Mr. Muir, all you have to do is ask”?

10. What do you think Mr. Fields meant by the statement, “If you ever need a favor from me, Mr. Muir, all you have to do is ask”?

11. How do you think Mr. Muir interpreted Mr. Fields’ statement, “If you ever need a favor from me, Mr. Muir, all you have to do is ask”?

12. Has Mr. Fields broken his word to Mr. Muir?






n understanding grammar’s relationship to truth valuen perceiving reasonable and unreasonable inferencesn recognizing words taken out of context


1. What does Mr. Fields want us to do? [To.write.a.letter.to.Mr..Muir.explaining.why.Mr..Muir.is.unjustly.accusing.Mr..Fields... of.not.keeping.his.word.]2. What favor did Mr. Muir do for Mr. Fields and what favor did Mr. Muir ask from Mr. Fields in return? [Mr..Muir.helped.Mr..Fields.clean.the.outside.windows.of.Mr..Fields’.house,.then.he... asked.Mr..Fields.to.paint.the.outside.of.his.(Mr..Muir’s).house..]3. How long did it take Mr. Fields and Mr. Muir to clean the windows? [Two.hours.]4. Why do you think Mr. Fields was stunned by Mr. Muir’s request that he paint the outside of Mr. Muir’s house? [The.probable.explanation.is.that.it.would.take.Mr..Fields.much.longer.than.a.couple.of... hours.to.paint.the.outside.of.Mr..Muir’s.house..Mr..Fields.was.probably.expecting.Mr.... Muir.to.request.a.favor.comparable.to.the.time.it.took.to.clean.Mr..Fields’.windows.]5. Did Mr. Fields promise Mr. Muir a favor? [Yes,.Mr..Fields.said.to.Mr..Muir,.“If.you.ever.need.a.favor.from.me,.Mr..Muir,.all.you... have.to.do.is.ask.”.] 6. Did Mr. Fields mention anything to Mr. Muir about a time limit regarding the favor he promised Mr. Muir? [No.]7. Do you think it is unreasonable for Mr. Muir to expect Mr. Fields to return his favor by painting the outside of Mr. Muir’s house? [This.is.a.question.of.values,.but.many.people.may.find.Mr..Muir’s.request.to.Mr... .. Fields.unreasonable.]8. Suppose you went to the schoolyard one morning and your friends asked if you could play basketball, and you answered honestly, “Yes, but I will have to leave in an hour.” Then your friends replied that they were not referring to playing now, but an hour from now. Were you dishonest with your friends when you answered “Yes” to their question?

Skills

QuestioningStrategy

Instructions





[No,.you.misinterpreted.the.question.because.they.did.not.give.you.enough.information... and,.therefore,.you.did.not.answer.what.they.were.trying.to.ask.] 9. Do Mr. Muir and Mr. Fields have two different interpretations (ideas) of what was promised by Mr. Fields when he said, “If you ever need a favor from me, Mr. Muir, all you have to do is ask”?

[Probably,.if.we.assume.both.men.are.honest,.then.it.is.clear.that.the.two.men.have.a... different.understanding.of.what.Mr..Fields..meant.by.the.statement..Mr..Muir.believes... Mr..Fields.is.not.a.man.of.his.word,.and.Mr..Fields.was.stunned.and.refused.to.do.the... favor.Mr..Muir.asked.of.him.]10. What do you think Mr. Fields meant by the statement, “If you ever need a favor from me, Mr. Muir, all you have to do is ask”? [Most.likely,.Mr..Fields.meant.that.he.would.be.glad.to.return.a.favor.of.approximately... the.same.amount.of.work.that.Mr..Muir.had.originally.done.for.him.when.they.cleaned... his.outside.windows.]11. How do you think Mr. Muir interpreted Mr. Fields’ statement, “If you ever need a favor from me, Mr. Muir, all you have to do is ask”? [Mr..Muir.evidently.thought.Mr..Fields.would.perform.any.favor.he.needed.]12. Has Mr. Fields broken his word to Mr. Muir? [No,.not.if.he.meant.that.he.would.return.a.favor.of.approximately.the.same.amount.of... work.that.Mr..Muir.had.originally.done.for.him.when.they.cleaned.the.outside.of.his... windows..If.that.is.what.Mr..Fields.meant,.then.Mr..Fields.did.not.break.his.word.when... he.refused.to.paint.the.outside.of.Mr..Muir’s.house.]

To.explain.to.Mr..Muir.why.Mr..Fields.does.not.feel.he.has.broken.his.word.by.refusing.to.help.Mr..Muir.paint.his.house.

Mr..Muir

Mr..Fields.was.not.dishonest.with.you..When.he.said,.“If.you.ever.need.a.favor.from.me,.Mr..Muir,.all.you.have.to.do.is.ask,”.he.meant.a.favor.of.approximately.the.same.amount.of.work.that.you.had.done.for.him..You.asked.a.favor.that.would.take.much.longer..

. I.. Mr..Fields.was.not.dishonest.with.you.

. II.. When.Mr..Fields.told.you,.“If.you.ever.need.a.favor.from.me,.Mr..Muir,.all.you.. .

. . have.to.do.is.ask,”.he.meant.a.favor.of.approximately.the.same.amount.of.work.that..

. . you.had.done.for.him.when.you.helped.him.clean.his.outside.windows..

.III.. You.asked.a.favor.that.would.take.much.longer.than.the.one.you.did.for.Mr..Fields.

Dear.Mr..Muir:

. Mr..Fields.was.not.dishonest.with.you..When.he.told.you,.“If.you.ever.need.a.favor.from.me,.Mr..Muir,.all.you.have.to.do.is.ask,”.he.meant.a.favor.of.approximately.the.same.amount.of.work.that.you.had.done.for.him.when.you.helped.him.clean.his.outside.windows..You.requested.a.favor.that.would.take.much.longer.than.two.hours.

Sincerely,.. .

Purpose

Audience

Message

Outline

Letter





PROBLEM 7

Doof Smith would like your help. He would like to buy a surfboard. Doof called the Rip and Carve Surf Shop. He told Mr. Whalen, the owner of the shop, that he needed a board that was:

1. large (6 feet 6 inches or longer) 2. inexpensive (under $200) 3. single fin 4. beginner

Doof told Mr. Whalen he didn’t care what the board looked like as long as he could have it by June 4th. Mr. Whalen mailed Doof the following information. . Dear.Doof:. . In.my.opinion,.our.Whale.Rider,.shaped.by.Donnie.Tedson,.is.the.board... for.you..Listed.below.are.several.reasons.why.the.Whale.Rider.was..designed.. with.someone.like.you.in.mind:

. 1.. The.Whale.Rider.is.over.6.feet.long.and.can.float.up.to.300.pounds.

. 2.. The.Whale.Rider.is.the.most.inexpensive.board.shaped.by.Tedson.

. 3.. The.Whale.Rider.comes.in.six.different.color.combinations.

. 4.. The.Whale.Rider.is.made.in.Santa.Cruz,.California.

. 5.. The.Whale.Rider.will.be.available.in.June.

. 6.. Peter.Edmonds.rode.the.Whale.Rider.when.he.won.the.world............ .

. . championship.

. 7.. If.you.order.your.Whale.Rider.this.week,.you.will.save.over.$100.

Sincerely,.. . Joe.Whalen

Doof would like you to write him a letter explaining why you would or would not recommend he purchase the Whale Rider surfboard based on his needs and on the information supplied by Mr. Whalen.





1. What would Doof like us to do?

2. What features does Doof want in a surfboard?

3. Is the Whale Rider long enough for Doof?

4. Does Doof need a board that can float up to 300 pounds?

5. Is the Whale Rider an inexpensive board?

6. Is it important to Doof that the board he buys is made in Santa Cruz, California?

7. Could Doof have the Whale Rider by June 4th?

8. If the Whale Rider will not be available until June 25, can we assume Doof will not buy the Whale Rider from the Rip and Carve Surf Shop?

9. Is the fact that Peter Edmonds rode the Whale Rider when he won the world championship important to Doof?

10. Is the Whale Rider in Doof’s price range?

11. Based on the information supplied by Mr. Whalen, how many of Doof’s needs can we be certain the Whale Rider meets?

12. Would you recommend that Doof purchase the Whale Rider, given his needs and the information Mr. Whalen mailed to Doof?

13. If you were Doof, what questions would you want to ask Mr. Whalen before you decided to make a decision regarding the Whale Rider?






PROBLEM 7 — TEACHER STRATEGY

n identifying relevant and irrelevant informationn perceiving reasonable and unreasonable inferencesn identifying fact and opinionn evaluating a source of information


1. What would Doof like us to do? [Write.him.a.letter.explaining.why.we.would.or.would.not.recommend.he.buy.the.. .. Whale.Rider.surfboard.based.on.his.needs.and.on.the.information.supplied.by.Mr... .. Whalen.]

2. What features does Doof want in a surfboard? [a.. large.board.(over.6.feet.6.inches). .b.. inexpensive.(under.$200). .c.. single.fin. .d.. beginner.board.. .e.. to.have.it.by.June.4th.]

3. Is the Whale Rider long enough for Doof? [We.don’t.know..The.information.provided.by.Mr..Whalen.says.that.the.Whale.Rider.is... over.6.feet.long,.but.this.does.not.mean.it.is.over.6.feet.6.inches.long;.it.could.be.6.feet... 2.inches.long.]

4. Does Doof need a board that can float up to 300 pounds? [No,.although.the.amount.of.weight.a.board.can.float.will.depend.on.it’s.size.(Doof.... wants.a.board.over.6.feet.6.inches),.it.is.possible.to.build.a.board.under.6.feet.that.. .. floats.over.300.pounds.]

5. Is the Whale Rider an inexpensive board? [We.don’t.know..It.is.the.most.inexpensive.board.shaped.by.Tedson,.but.Tedson.boards... could.be.expensive.surfboards.]

6. Is it important to Doof that the board he buys is made in Santa Cruz, California? [Probably.not,.since.he.did.not.list.it.in.his.needs..It.is.possible.that.it.is.important.to... Doof,.even.though.he.did.not.bring.it.up.with.Mr..Whalen..For.example,.perhaps.he... didn’t.think.it.was.possible.to.get.a.board.made.in.Santa.Cruz.for.under.$200.]

7. Could Doof have the Whale Rider by June 4th?

Skills

Instructions

QuestioningStrategy





[We.do.not.know..Mr..Whalen’s.information.simply.tells.us.the.Whale.Rider.will.be... available.in.June..It.does.not.tell.us.what.date.in.June;.it.could.be.June.4th.or....... .. June.30th.]

8. If the Whale Rider will not be available until June 25, can we assume Doof will not buy the Whale Rider from the Rip and Carve Surf Shop? [No,.we.cannot.assume.this..The.fact.that.the.board.will.not.be.available.June.4.may.or... may.not.convince.Doof.not.to.buy.the.Whale.Rider..Doof.gave.Mr..Whalen.five.things... he.was.looking.for.in.a.surfboard..He.did.not.state.that.if.all.five.were.not.met,.he.. .. would.not.purchase.a.board.from.the.shop.]

9. Is the fact that Peter Edmonds rode the Whale Rider when he won the world championship important to Doof?

[Probably.not..Doof.told.Mr..Whalen.that.one.of.the.things.he.needed.was.a.beginner... board..It.is.not.likely.that.someone.would.win.the.world.championship.surfing.competi-.. tion.on.a.beginner.board.]

10. Is the Whale Rider in Doof’s price range? [We.cannot.know..We.know.that.if.Doof.orders.a.Whale.Rider.this.week,.he.will.save... over.$100,.but.we.do.not.know.the.price.Mr..Whalen.is.asking.for.a.Whale.Rider..It.... is.possible.that.even.with.the.$100.savings,.the.Whale.Rider.is.not.within.the.$200.limit... Doof.needs.]

11. Based on the information supplied by Mr. Whalen, how many of Doof’s needs can we be certain the Whale Rider meets? [Based.on.the.information.supplied.by.Mr..Whalen,.we.cannot.be.certain.the.Whale.... Rider.meets.any.of.Doof’s.needs..It.is.possible.that.the.Whale.Rider.is.over.6.feet.6.... inches;.it.may.be.inexpensive;.it.may.have.a.single.fin;.it.probably.is.not.a.beginner.... board,.and.Doof.might.be.able.to.pick.it.up.by.June.4th.]

*12. Would you recommend that Doof purchase the Whale Rider, given his needs and the information Mr. Whalen mailed to Doof? (*If a student recommends that Doof buy the Whale Rider, be sure to ask him/ her for reasoning behind the recommendation.) [It.would.be.hard.to.imagine.someone.recommending.that.Doof.purchase.the.Whale... Rider.knowing.that.it.may.not.meet.any.of.his.needs..However,.the.question.is.asking... for.an.opinion.and.there.are.no.right.or.wrong.answers.when.it.comes.to.opinions.]

13. If you were Doof, what questions would you want to ask Mr. Whalen before you decided to make a decision regarding the Whale Rider? [Doof.may.want.to.ask.Mr..Whalen.some.direct.questions.about.the.Whale.Rider.and... his.needs.in.a.surfboard..For.example: a.. Is.the.Whale.Rider.over.6.feet.6.inches?... b.. Is.the.cost.for.the.Whale.Rider.under.$200?.. c.. Does.the.Whale.Rider.have.a.single.fin?.. d.. Is.the.Whale.Rider.a.beginning.board?. e.. Can.Doof.have.it.by.June.4th?].





To.explain.to.Doof.why.I.recommend.he.purchase.or.not.purchase.the.Whale.Rider.surf-board.based.on.his.needs.and.on.the.information.supplied.by.Mr..Whalen...

Doof.Smith

I.would.not.recommend.you.purchase.the.Whale.Rider..You.cannot.be.certain.the.Whale.Rider.has.any.of.the.things.you.need.in.a.surfboard.

(Remember that this is a value judgement. A student may recommend that Doof purchase the Whale Rider in spite of the fact that it may not meet any of the needs Doof is looking for in a surfboard. In either case, students must explain the rationale behind their recommendations.)

. I... I.would.not.recommend.you.purchase.the.Whale.Rider.

.II.. You.cannot.be.certain.the.Whale.Rider.has.any.of.the.things.you.need.in.a.surfboard.

Dear.Doof:

. I.would.not.recommend.you.purchase.the.Whale.Rider.surfboard..Based.on.the.needs.you.gave.Mr..Whalen.and.the.information.he.supplied,.you.cannot.be.certain.the.Whale.Rider.meets.any.of.your.needs.

Sincerely,

Audience

Message

Outline

Letter

Purpose





PROBLEM 8

Jose froze in his tracks as it entered the field. He felt safe as long as he stayed

downwind. It peered around the field with its eyes glowing in the moonlight.

Suddenly the wind shifted. The creature raised its massive head and sniffed

the air. It turned in Jose’s direction and began to approach in a crouch, choosing

it’s steps carefully. Jose didn’t dare move an inch. His fear was replaced with a

feeling of doom.

Write a paragraph that will answer the questions below.

– Where is Jose?

– What is he doing?

– What has gone wrong?

1. What information in the the story suggests that Jose may be in danger?

2. Do you think the creature possessed a keen sense of smell? If so, why?

3. Do we know for certain that the creature possessed a keen sense of smell?

4. Would it be reasonable to assume the creature possessed keen night vision?

5. Do we know as a fact that the creature can outrun Jose?







n perceiving reasonable and unreasonable inferencesn identifying cause and effectn generating divergent production


In this activity, students can use any type of response, no matter how creative or bizarre, as long as it answers the questions and is consistent with the information provided in the story.

1. What information in the story suggests that Jose may be in danger? [Certain.sentences.make.it.appear.that.Jose.may.be.in.danger,.e.g.:.“Jose.froze.in.his... tracks.”..“He.felt.safe.as.long.as.he.stayed.upwind.”..“Jose.didn’t.dare.move.an.inch.”.... “His.fear.was.replaced.with.a.feeling.of.doom.”]

2. Do you think the creature possessed a keen sense of smell? If so why? [Yes..The.story.states.that.Jose.felt.safe.as.long.as.he.stayed.downwind..If.we.assume... Jose.was.justified.in.believing.he.had.to.remain.downwind.of.the.creature,.then.it.. .. would.be.reasonable.to.assume.that.the.creature.had.a.keen.sense.of.smell..When.the... wind.shifted,.the.creature.started.moving.in.Jose’s.direction..If.the.wind.shifted.so.that... Jose.were.now.in.an.upwind.position,.a.creature.with.a.keen.sense.of.smell.might.then... be.able.to.detect.his.presence.]

3. Do we know for certain that the creature possessed a keen sense of smell? [No,.there.are.several.things.(mentioned.above).that.indicate.Jose.believed.the.creature... possessed.a.keen.sense.of.smell,.but.there.is.nothing.in.the.story.that.directly.tells.us... the.creature.possessed.a.keen.sense.of.smell.]

4. Would it be reasonable to assume the creature possessed keen night vision?[No,.there.is.little.to.suggest.that.the.creature.had.good.or.bad.night.vision..The.fact.that.it.peered.around.the.field.and.its.eyes.glowed.in.the.moonlight.does.not.tell.us.anything.about.the.quality.of.its.night.vision..The.fact.that.Jose.felt.safe.as.long.as.he.stayed.downwind.of.the.creature.might.suggest.he.feared.the.creature’s.sense.of.smell.more.than.its.vision,.but.we.do.not.know.Jose’s.position.at.the.time..For.example,.if.Jose.were.100.meters.away.and.hiding.behind.a.tree,.it.is.possible.that.even.a.creature.with.outstanding.eyesight.might.have.trouble.seeing.him.]

5. Do we know for a fact that the creature can outrun Jose?. [No,.although.it.is.definitely.possible.from.Jose’s.apparent.fear.of.being.discovered.by.

the.creature.that.the.creature.could.be.as.fast.or.faster.than.Jose,.there.are.other.possible..

Skills

QuestioningStrategy

Instructions





. explanations..For.example,.it.is.possible.that.the.creature.is.a.slow.runner.but.can.fly...

. The.creature.could.also.be.just.one.of.many.creatures.pursuing.Jose..Even.if.they.are..

. slow,.there.may.be.enough.of.them.in.the.area.to.make.escape.very.difficult..Perhaps..

. the.creature.has.some.type.of.projectile.device.(spear,.gun,.or.laser.weapon).

Explain.where.Jose.is,.what.he.is.doing,.and.what.has.gone.wrong....

Anyone.who.reads.my.answer.

Jose.is.lost.on.the.planet.Enon..He.is.trying.to.rescue.his.brother.Edward.who.was.captured.by.the.Melds..The.Melds.have.spotted.Jose.and.are.closing.in.on.him..(This.is.just.one.of.many.possible.creative.writing.responses..The.only.requirement.in.finishing.this.activity.is.simply.that.the.student’s.responses.to.the.questions.should.not.contradict.the.information.already.given.in.the.story.)

. I.. Jose.is.on.the.planet.Enon.

. II.. Jose.is.trying.to.rescue.his.brother.Edward.

.III.. The.Melds.have.spotted.him.

Jose.is.lost.on.the.planet.Enon..He.is.trying.to.rescue.his.brother.Edward.who.was.captured.by.the.Melds..The.Melds.have.spotted.Jose.and.are.closing.in.on.him...

Purpose

Audience

Message

Outline

Letter





PROBLEM 9

Mr. Smith was listening to a radio program yesterday. The program involved

two people speaking for two different groups in a debate about shark attacks.

People for Safe Beaches claimed:

The.great.white.shark.is.a.murderer..It.has.taken.the.lives.of.men,.women.

and. children..As. a.murderer,. it. should. be. hunted. down. and. jailed. or.

destroyed.to.make.our.beaches.safe.to.enjoy.

People for Sea Life Conservation countered:

The.great.white.shark.is.no.different.from.any.other.fish.in.the.sea;.it.

eats.to.survive..The.shark.is.like.an.eagle.who.combs.the.sea.in.search.

of. food..We. do. not. treat. eagles. like. criminals. just. because. they. kill.

to.survive..Therefore,.we.should.not.treat.the.great.white.shark.like.a.

criminal.because.it.kills.to.survive.

Mr. Smith believes that both arguments sound reasonable, but both cannot

be correct. He would like you to choose one of the two arguments and explain

to him why the argument is flawed.






1. What is the basic argument of the People for Safe Beaches? 2. The People for Safe Beaches claim that the great white shark, like a murderer, should be hunted down and jailed or destroyed. Do we (society) hunt down murderers and jail or destroy them? Why do we do this? 3. Have great white sharks attacked and killed people before?

4. What does it mean to murder someone? See a dictionary if you are not sure. 5. When a shark attacks and kills a human being, is it guilty of murder? 6. If a great white shark is not a murderer, what does this do to the argument put forth by the People for Safe Beaches? 7. What is the basic argument of the People for Sea Life Conservation? 8. Does the great white shark, like other fish in the ocean, have to kill to survive? 9. Does the great white shark hunt for food in the sea like an eagle hunts for food in the air?

10. Do we treat eagles like murderers when they kill to survive? 11. Do eagles and great white sharks eat the same types of food? 12. Do eagles ever attack and kill human beings? 13. Is the great white shark like an eagle that hunts in the sea? 14. What effect does this difference in diet between eagles and great white sharks have on the argument by the People for Sea Life Conservation? 15. Does the argument by the People for Sea Life Conservation have a bad analogy in it?






n understanding argument by analogyn identifying premises and conclusionsn identifying a conclusion that does not follow from the given evidencen identifying fact and opinionn identifying relevant and irrelevant information

Make transparencies of the Problem 9 student activity page and the question page, or copy these and distribute copies to each student. Ask students to read the problem, then begin asking the questions below. Whenever appropriate, ask students to justify their answers. When a response is given, ask the other students if they agree. If someone disagrees, ask him or her to explain why (s)he disagrees with the answer. If all agree, ask several students to explain why they agree.

1. What is the basic argument of the People for Safe Beaches? (Write on blackboard or overhead) [a.. great.white.sharks.have.attacked.and.killed.people.. .b.. Therefore,.the.great.white.shark.is.a.murderer... .c.. Therefore,.as.a.murderer,.it.should.be.hunted.down.and.jailed.or.destroyed.. .. . to.make.our.beaches.safe.to.enjoy.]

2. The People for Safe Beaches claim that the great white shark, like a murderer, should be hunted down and jailed or destroyed. Do we (society) hunt down murderers and jail or destroy them? Why do we do this? [Yes,.we.do.hunt.down.murderers.and.jail.or.destroy.them..This.is.done.to.discourage... other.people.who.are.considering.this.type.of.crime.and.to.protect.society.from.. dangerous.people.]

3. Have great white sharks attacked and killed people before? [Yes.]

4. What does it mean to murder someone? See a dictionary if you are not sure. [The.Webster’s.New.Twentieth.Century.Dictionary.(unabridged).second.edition.. .. defines.murder.as.follows:.“the.unlawful.and.malicious.or.premeditated.killing.of.one... human being by another.]

5. When a shark attacks and kills a human being, is it guilty of murder? [By.definition,.it.seems.only.human.beings.can.be.guilty.of.murder..Even.if.the.. definition.didn’t.limit.the.act.of.murder.to.human.beings,.it.is.questionable.whether.an... animal.killing.to.survive.could.ever.be.considered.a.murderer.]

6. If a great white shark is not a murderer, what does this do to the argument put forth by the People For Safe Beaches?

Skills

Instructions

QuestioningStrategy





[a.. Great.white.sharks.have.attacked.and.killed.people...True. .b..Therefore,.the.great.white.shark.is.a.murderer...False.. .c.. Therefore,.as a murderer,.it.should.be.hunted.down.and.jailed.or.destroyed.to.. .. . make.our.beaches.safe.to.enjoy...Conclusion no longer makes sense]

7. What is the basic argument of the People for Sea Life Conservation? (Write on blackboard or overhead) [a.. Like.the.other.fish.of.the.sea,.the.great.white.shark.eats.to.survive... .b.. The.great.white.shark.is.like.an.eagle.that.hunts.in.the.sea;.it.kills.only.to.survive.. .c.. We.do.not.treat.eagles.like.murderers.when.they.kill.to.survive.. .d.. Therefore,.we.should.not.treat.the.great.white.shark.like.a.murderer.when.it.. .. . kills.to.survive.]

8. Does the great white shark, like other fish in the ocean, have to kill to survive? [Yes,.all.fish.of.the.sea.must.kill.one.type.of.living.organism.or.another.to.survive.]

9. Does the great white shark hunt for food in the sea like an eagle hunts for food in the air? [Yes,.they.both.travel.through.their.environments.in.search.of.the.food.they.need.to.... survive.]

10. Do we treat eagles like murderers when they kill to survive? [No,.it.is.a.federal.offense.to.kill.or.capture.an.eagle.without.a.government.permit.]

11. Do eagles and great white sharks eat the same types of food? [No,.they.both.eat.some.mammals,.but.eagles.generally.eat.much.smaller.prey.than.... great.white.sharks.]

12. Do eagles ever attack and kill human beings? [No,.there.are.no.known.human.deaths.caused.by.eagle.attack.]

13. Is the great white shark like an eagle that hunts in the sea? [In.many.respects.yes,.but.in.some.respects.no..Eagles.pose.no.threat.to.human.beings,... but.on.rare.occasions.a.great.white.shark.attacks.and.sometimes.kills.a.human.being.]

14. What effect does this difference in diet between eagles and great white sharks have on the argument by the People for Sea Life Conservation? [a.. Like.the.other.fish.of.the.sea,.the.great.white.kills.to.survive...True.. .b.. The.great.white.shark.is.like.an.eagle.that.combs.the.sea.in.search.of.food.. Questionable comparison (analogy). .c.. We.do.not.treat.eagles.like.criminals.when.they.kill.to.survive...True. .d.. Therefore,.we.should.not.treat.great.white.sharks.like.murderers.when.they.kill.to... . survive...Questionable conclusion]

15. Does the argument by the People for Sea Life Conservation have a bad analogy in it?

[This.could.be.debated..The.argument.is.based.on.an.analogy.or.comparison..How.good... is.the.comparison.of.the.great.white.shark.and.the.eagle?]





To.choose.one.of.the.two.arguments.and.explain.to.Mr..Smith.why.the.argument.is.flawed..

Mr..Smith

People.for.Safe.Beaches:The.argument.given.by.People.for.Safe.Beaches.is.flawed..The.great.white.shark.cannot.be.a.murderer..Murder.is.a.human.act..The.great.white.shark.is.not.human..Therefore,.it.can-not.be.a.murderer... .

People.for.Sea.Life.Conservation:The.argument.given.by.People.for.Sea.Life.Conservation.is.not.a.strong.one..The.prob-lem.with.the.argument.is.the.analogy.(comparison)..Eagles.do.not.attack.and.sometimes.kill.people;.great.white.sharks.on.occasion.do..Sharks.are.much.more.dangerous.than.eagles..

People.for.Safe.Beaches:. I.. The.argument.given.by.People.for.Safe.Beaches.is.a.bad.argument.... II.. By.definition.the.great.white.shark.is.not.a.murderer..III.. Therefore,.the.conclusion.that.it.should.be.treated.like.a.murderer.does.not........... .. . make.sense.

People.for.Sea.Life.Conservation:. I.. The.argument.given.by.People.for.Sea.Life.Conservation.is.not.a.strong.one.. II.. The.problem.with.the.argument.is.the.analogy.(comparison)..III.. Eagles.do.not.attack.and.sometimes.kill.people;.great.white.sharks.sometimes.do.

Dear.Mr..Smith:

People.for.Safe.Beaches:. The.argument.given.by.People.for.Safe.Beaches.is.flawed..By.definition.the.great.white.shark.cannot.be.a.murderer..Murder.is.a.human.act..Since.the.great.white.shark.is.not.hu-man,.it.cannot.be.a.murderer.

Sincerely,.

People.for.Sea.Life.Conservation:. The.argument.given.by.People.for.Sea.Life.Conservation.is.not.a.strong.one..The.prob-lem.with.the.argument.is.the.analogy.(comparison).of.eagles.and.great.white.sharks..In.at.least.one.very.important.way,.the.great.white.shark.is.different.from.an.eagle..Eagles.do.not.attack.and.sometimes.kill.people;.great.white.sharks.on.occasion.do..Therefore,.it.is.ques-tionable.whether.we.should.treat.the.great.white.shark.like.an.eagle.

Sincerely,.. .

Purpose

Audience

Message

Outline

Letter





Gary Lee wrote his old third-grade classmate, Tom Jenkins, whom he had

not seen in ten years, the following letter.

Dear.Tom:

. I.hear.you’re.the.starting.fullback.for.your.high-school.

football.team..Your.team.must.really.stink..You.were.the.small-

est.player.in.our.third.grade..When.I.told.my.older.brother.Bill.

that.you.were.a.starting.fullback,.he.said.it.was.surprising.be-

cause.you.had.two.older.brothers.who.played.defensive.tackle.

in.college.

. Hey,.mouse,.try.to.run.around.the.right.side.a.lot..I.can’t.

wait.to.see.you.again..I’ll.be.playing.cornerback.

Tom wrote this letter back to Gary.

Dear.Gary:

. Yes,.I.am.playing.fullback..You.won’t.believe.how.stupid.

my.coach.is..He.was.going.to.have.me.play.defensive.end.this.

year,.but.he.said.it.would.be.a.waste.of.my.great.speed..Could.

you.imagine.a.little.guy.like.me.playing.defensive.end?

. I.can’t.wait.to.see.the.look.on.your.face.when.we.meet.

again.after.all.these.years.

When Gary’s older brother Bill read Gary’s letter, he laughed and said, “You’re

making a mighty big inference, little brother.” Gary was confused by this com-

ment and would like your help. Please write Gary a letter explaining to him what

inference he has made and why he may be taking too much for granted.

PROBLEM 10





1. Why does Gary look forward to having Tom run around the right side?

2. Are fullbacks usually small compared to their teammates?

3. At what position was Tom’s coach thinking of using Tom before he decided to use him at fullback?

4. How do defensive ends usually compare in size to the rest of the team?

5. Is it possible that Tom’s coach is foolish to think of playing Tom at defensive end and/or at fullback?

6. What does Gary remember about Tom when they were together in the third grade?

7. What does Gary assume is still true about Tom?

8. Is there any evidence to support this inference about Tom’s current size?

9. Is there any evidence to question the inference?

10. Can we now be sure that Tom is no longer small compared with his classmates?







n perceiving reasonable and unreasonable inferencesn identifying relevant and irrelevant informationn identifying a conclusion that does not follow from the given evidence


1. Why does Gary look forward to having Tom run around the right side?. [He.remembers.Tom.as.being.a.small.classmate.back.in.the.third.grade..He.looks.. .. forward.to.tackling.a.small.fullback.]

2. Are fullbacks usually small compared to their teammates? [No,.they.are.usually.used.for.power.running.and.blocking.for.the.halfbacks.that.are... generally.smaller.but.quicker.]

3. At what position was Tom’s coach thinking of using Tom before he decided to use him at fullback? [Defensive.end.]

4. How do defensive ends usually compare in size to the rest of the team? [They.are.usually.some.of.the.largest.and.quickest.players.on.the.team.]

5. Is it possible that Tom’s coach is foolish to think of playing Tom at defensive end and/or at fullback? [Yes,.it.is.possible..Almost.anything.is.possible..It.may.also.be.a.brilliant.coaching.. .. move.under.certain.circumstances..For.example,.Tom’s.speed.might.give.a.larger.and... heavier.but.slower.opponent.a.great.deal.of.trouble.]

6. What does Gary remember about Tom when they were in the third grade? [Gary.remembers.that.Tom.was.the.smallest.player.in.his.third-grade.class.]

7. What does Gary assume is still true about Tom? [He.appears.to.believe.that.Tom.is.still.small.in.physical.size..He.refers.to.him.as.. .. “mouse”.at.one.point.in.his.letter.]

8. Is there any evidence to support this inference about Tom’s current size? [No.]

9. Is there any evidence to question the inference? [Yes,.most.children.experience.large.changes.in.growth.between.the.ages.of.8.and.16.... Tom’s.brothers.are.most.likely.large.in.physical.size.based.on.the.positions.they.play..in... college..It.is.therefore.likely.that.large.size.runs.in.the.family..Tom’s.last.sentence.in.

Instructions

QuestioningStrategy

Skills





. his.return.letter.to.Gary,.“I.can’t.wait.to.see.the look on your face.when.we.meet.again..

. after.all.these.years,”.suggests.that.Gary.may.be.in.for.some.sort.of.surprise.]

10. Can we now be sure that Tom is no longer small compared with his classmates? [No,.it.may.be.a.reasonable.inference,.but.we.do.not.know.this.to.be.a.fact..Nothing.we... have.learned.proves.that.Tom.is.no.longer.small..It.is.possible.that.Tom.is.still.small.in... physical.size.]

Explain.to.Gary.what.inference.he.has.made.and.why.he.may.be.taking.too.much.for.granted....

Gary

Gary.is.assuming.Tom.is.still.a.small.person..There.is.no.evidence.to.support.this.inference.and.there.are.facts.that.suggest.Tom.may.no.longer.be.small.

. I... Gary.is.assuming.that.Tom.is.still.a.small.person.

. II.. There.is.evidence.to.suggest.that.Tom.may.no.longer.be.small.for.his.age.

.III.. Gary.might.be.better.off.to.infer.that.Tom.is.no.longer.small.

Dear.Gary:

. I.believe.you.are.inferring.that.if.Tom.were.small.for.his.age.in.third.grade,.he.is.still.small.for.his.age.in.high.school..There.is.no.evidence.in.your.letter.to.suggest.that.Tom.is.still.small.for.his.age..Many.children.experience.large.changes.in.growth.in.the.years.from.third.grade.through.high.school... Tom’s.coach.is.going.to.use.him.in.positions.usually.occupied.by.large,.powerful.football.players..The.fact.that.Tom.has.two.older.brothers.who.played.football.positions.normally.held.by.large.players.also.points.to.the.possibility.that.Tom.could.have.grown.considerably.since.third.grade..With.this.information.in.mind,.you.may.wish.to.reconsider..your.inference.

Sincerely,

Outline

Message

Purpose

Audience

Letter





PROBLEM 11

Mr. Smith was at the horse track at the county fair yesterday, watching the

horses run, when he ran into his neighbor, Mr. Quine. Mr. Quine greeted Mr.

Smith and, after nervously looking around, handed Mr. Smith the following note.

Most.thoroughbreds.are.born.with.long.tails..All.horses.running.in.

the.third.race.are.thoroughbreds.born.with.long.or.short.tails..Rex.

is.one.of.ten.horses.running.in.the.third.race...All.thoroughbreds.

born.with.short.tails.run.very.fast..One.out.of.ten.thoroughbreds.

born.with.long.tails.runs.very.fast...Rex.runs.very.fast..The.fast-

est.horse.always.wins.the.race..There.are.no.thoroughbreds.born.

with.short.tails.running.in.the.third.race.

Mr. Quine then whispered to Mr. Smith that everything in the note was true.

He told Mr. Smith to use it to his own advantage. He asked Mr. Smith to accept

it as a symbol of the value he holds for Mr. Smith’s friendship.

Mr. Smith is not a betting man, but he was curious about the information in the

note. He would like you to tell him what can be learned from the note regarding

the third race and would like your suggestion for how he might repay Mr. Quine

for giving him the note.






1. Is Rex running in the third race? .

2. Does Rex run very fast?

3. Can we deduce from the note that Rex is a long-tailed thoroughbred?

4. Can we assume without a doubt that if Rex is the fastest horse in the race, he will win the race?

5. Can we conclude from the note that Rex will win the third race?

6. Can we be certain that Rex will not finish last in the third race?

7. Is the information in the note Mr. Quine gave Mr. Smith worthless?






n understanding grammar’s relationship to truth valuen perceiving reasonable and unreasonable inferences


1. Is Rex running in the third race? [Yes,.this.is.stated.in.the.note.].

2. Does Rex run very fast? [Yes,.this.is.stated.in.the.note.]

3. Can we deduce from the note that Rex is a long-tailed thoroughbred? [Yes,.if.all.horses.running.in.the.third.race.are.thoroughbreds.with.short.or.long.tails... and.there.are.no.short-tailed.thoroughbreds.running.in.the.third.race,.then.we.can.. .. conclude.that.Rex.must.be.a.long-tailed.thoroughbred.]

4. Can we assume without a doubt that if Rex is the fastest horse in the race, he will win the race? [Yes,.assuming.“the.fastest.horse”.means.the.fastest.horse.to.finish.the.race.within.the... rules..The.note.states,.“The.fastest.horse.always.wins.the.race.”]

*5. Can we conclude from the note that Rex will win the third race? [No,.we.are.told.in.the.note.that.“one.out.of.ten.thoroughbreds.born.with.long.tails.runs... very.fast”.and.that.“Rex.runs.very.fast.”.We.can.then.conclude.that.Rex.is.one.of.the... few.long-tailed.thoroughbreds.that.runs.very.fast,.but.we.cannot.conclude.that.he.is.the... only.long-tailed.thoroughbred.in.the.third.race.that.runs.very.fast..One.or.more.of.the... other.nine.horses.could.also.be.a.very.fast.thoroughbred.born.with.a.long.tail...There-.. fore,.we.cannot.conclude.from.the.note.that.Rex.will.win.the.race.]

6. Can we be certain that Rex will not finish last in the third race? [No,.it.may.be.improbable.given.the.information.in.the.note.(“one.out.of.ten.thorough-.. breds.born.with.long.tails.runs.very.fast”.and.“Rex.runs.very.fast”)..However,.it.may... still.be.possible.that.every.long-tailed.thoroughbred.in.the.third.race.runs.very.fast.and... slightly.faster.than.Rex.]

7. Is the information in the note Mr. Quine gave Mr. Smith worthless? [Basically,.yes,.especially.if.the.information.was.supposed.to.be.a.hot.betting.tip.... .. Given.that.most.thoroughbreds.are.born.with.long.tails,.and.one.out.of.ten.born.with.a... long.tail.is.very.fast,.this.still.leaves.quite.a.few.very.fast.thoroughbreds.born.with.long... tails.available.to.race...The.note.might.have.some.value.if.it.also.told.Mr..Smith.how... many.very.fast.thoroughbreds.born.with.long.tails.are.in.the.third.race.]

Skills

Instructions

QuestioningStrategy





Explain.to.Mr..Smith.what.can.be.learned.from.the.note.about.the.third.race..Suggest.a.way.he.might.repay.Mr..Quine.for.giving.him.the.note...Mr..Smith

Little.or.nothing.about.the.third.race.can.be.learned.from.the.note..Mr..Smith.owes.Mr..Quine.little.or.nothing.

. I... The.note.is.probably.worthless.

. II.. We.can.only.deduce.that.Rex.is.a.very.fast.long-tailed.thoroughbred.

.III.. We.cannot.determine.which.horse.will.win.the.race...

.IV.. Mr..Smith.owes.Mr..Quine.little.or.nothing.

Dear.Mr..Smith:

. The.note.Mr..Quine.gave.you.is.basically.worthless..The.only.thing.you.can.learn..about.the.third.race.is.that.Rex.is.a.very.fast,.long-tailed.thoroughbred..It.does.not.tell.you.how.many.other.long-tailed.thoroughbreds.running.in.the.third.race.are.as.fast.or.faster.than.Rex.. I.suggest.you.repay.Mr..Quine.by.providing.him.with.some.helpful.reading.materials.about.critical.reasoning.

Sincerely,

Purpose

Audience

Message

Outline

Letter





PROBLEM 12

Mr. Smith overheard two boys that live down the street, Joran Freeman and

Mike Gomes, discussing a mountain bike. Their conversation is written below.

Mike Gomes:

The.Climbing.Hawk.model.from.Pyle,.Inc..is.overpriced..$1,950.is.too.

much.for.a.new.mountain.bike,.even.at.the.professional.level.

Joran Freeman:

The.Climbing.Hawk.is.not.overpriced..The.U.S..champion,.Vito.Tolaio,.

has.won.three.races.with.the.bike.in.the.last.month.on.the.professional.

tour,.and.the.Climbing.Hawk.is.two.pounds.lighter.than.any.other.bike.

on.the.tour.

Mike Gomes:

I.doubt.that.Vito.Tolaio.would.have.any.trouble.winning.any.mountain.

bike.race.on.a.tricycle..My.dad.use.to.race.bicycles.when.he.was.kid,.and.

he.told.me.that.anyone.who.would.spend.that.much.for.a.bike.is.a.fool.

Mr. Smith would like us to explain to him how Mike and Joran proved or failed to prove their points about the Climbing Hawk bicycle.






1. What does Mr. Smith want us to do?

2. How does Mike Gomes feel about the Climbing Hawk?

3. How does Joran Freeman feel about the Climbing Hawk?

4. Is it possible to prove beyond a doubt that the Climbing Hawk is overpriced?

5. Is it possible to get general agreement that something is overpriced?

6. Why does Mike believe the Climbing Hawk is overpriced?

7. From Mike’s reasoning, can we conclude that Mike feels Pyle, Inc. is making too much money from the bike?

8. From Mike’s statements, can we conclude that he believes the Climbing Hawk is not one of the most technically advanced mountain bikes made?

9. Is Mike’s argument based on fact or opinion?

10. Why does Joran Freeman feel the Climbing Hawk is not overpriced?

11. Is Joran’s evidence based on fact or opinion?

12. What does Mike Gomes say about Joran’s statement that Vito Tolaio has won three races with the Climbing Hawk in the last month of the professional tour?

13. Is Mike correct that Vito Tolaio would have won without the Climbing Hawk?

14. Could Mike be right that the Climbing Hawk is overpriced?

15. Has Mike offered conclusive evidence that the Climbing Hawk is overpriced?

16. Has Joran offered conclusive evidence that the Climbing Hawk is not overpriced?

17. Has Joran offered enough evidence that the climbing Hawk is not overpriced?

18. Has Joran or Mike proven his point about the price of the Climbing Hawk?






n identifying fact and opinionn identifying relevant and irrelevant informationn evaluating a source of informationn perceiving reasonable and unreasonable inferences


1. What does Mr. Smith want us to do? [Mr..Smith.would.like.us.to.explain.to.him.how.Mike.Gomes.and.Joran.Freeman.. .. proved.or.failed.to.prove.their.points.about.the.Climbing.Hawk.bicycle.]

2. How does Mike Gomes feel about the Climbing Hawk?. [Mike.claims.the.Climbing.Hawk.is.overpriced..He.claims.that.$1,950.is.too.much.to... spend.for.a.mountain.bike,.even.at.the.professional.level.]

3. How does Joran Freeman feel about the Climbing Hawk? [He.believes.the.Climbing.Hawk.is.not.overpriced.]

4. Is it possible to prove beyond a doubt that the Climbing Hawk is overpriced? [It.may.be.possible,.but.it.would.be.very.difficult..What.does.it.mean.when.something... is.overpriced?.Does.it.mean.that.the.manufacturer.is.making.too.much.money.on.the... sale.of.the.product..If.only.one.person.in.a.thousand.is.willing.to.buy.the.product,.does... that.prove.the.product.is.overpriced?]

5. Is it possible to get general agreement that something is overpriced?. [Sometimes..Most.people.have.come.across.items.offered.for.sale.that.they.thought.... were.overpriced..For.example,.if.someone.were.trying.to.sell.a.standard.soccer.ball.for... $200.and.you.could.find.other.soccer.balls.of.comparable.quality.for..$40,.you.could... probably.get.general.agreement.that.the.$200.ball.was.overpriced.]

6. Why does Mike believe the Climbing Hawk is overpriced? . [He.states,.“$1,950.is.too.much.for.a.new.mountain.bike,.even.at.the.professional.. .. level.”.He.is.evidently.influenced.by.his.father’s.belief.that.anyone.who.would.pay.. .. $1,950.for.a.bike.is.foolish.]

7. From Mike’s reasoning, can we conclude that Mike feels Pyle, Inc. is making too much money from the bike?. [No,.judging.from.the.information.we.have.been.given,.it.appears.that.Mike.simply.... feels.no.bike.is.worth.$1,950,.regardless.of.the.cost.of.making.the.bike.]

Skills

Instructions

QuestioningStrategy





8. From Mike’s statements, can we conclude that he believes the Climbing Hawk is not one of the most technically advanced mountain bikes made? [No,.Mike.never.says.anything.about.the.bike’s.qualities..He.simply.states.that.. .. $1,950.is.too.much.to.spend.on.a.mountain.bike.]

9. Is Mike’s argument based on fact or opinion?. [Opinion..Mike.evidently.believes.the.Climbing.Hawk.is.overpriced.because.he.be-... lieves.that.$1,950.is.too.much.to.pay.for.a.mountain.bike..The.only.evidence.Mike.. .. gives.to.support.this.opinion.is.his.father’s.opinion.that.“....anyone.who.would.spend... that.much.for.a.bike.is.a.fool.”.Mike.offers.no.facts.to.support.his.opinions.]

10. Why does Joran Freeman feel the Climbing Hawk is not overpriced?. [He.gives.two.pieces.of.information.to.support.his.claim:.he.points.out.that.Vito.Tolaio... has.won.three.races.with.the.bike.in.the.last.month.on.the.professional.tour,.and.the.... Climbing.Hawk.is.two.pounds.lighter.than.any.other.bike.on.the.tour.]

11. Is Joran’s evidence based on fact or opinion?. [Fact,.if.the.information.he.has.given.is.true..The.claims.are.all.verifiable.(we.know... how.to.determine.if.the.information.is.true.or.false).]

12. What does Mike Gomes say about Joran’s statement that Vito Tolaio has won three races with the Climbing Hawk in the last month of the professional tour?. [He.infers.that.Vito.Tolaio’s.victories.had.little.or.nothing.to.do.with.the.Climbing.. .. Hawk,.but.were.a.result.of.Vito.Tolaio’s.talent.as.a.rider.]

13. Is Mike correct that Vito Tolaio would have won without the Climbing Hawk?. [Possibly,.this.may.or.may.not.be.true..We.are.not.given.enough.information.to.be.able... to.answer.the.question.]

14. Could Mike be right that the Climbing Hawk is overpriced? [Yes,.he.could.be.right.]

15. Has Mike offered conclusive evidence that the Climbing Hawk is overpriced? [No,.from.the.information.given,.his.argument.is.based.solely.on.his.and.his.father’s... opinions.]

16. Has Joran offered conclusive evidence that the Climbing Hawk is not overpriced? [No,.he.has.provided.us.with.some.evidence.to.support.his.claim,.but.the.evidence.is... not.conclusive.]

17. Has Joran offered enough evidence that the climbing Hawk is not overpriced? [Possibly,.but.we.cannot.be.sure.whether.Vito.Tolaio.needed.the.Climbing.Hawk.to.... win.any.of.the.races.he.won.on.the.professional.tour..Perhaps.the.only.reason.Vito.. .. Tolaio.rides.the.Climbing.Hawk.is.because.Pyle,.Inc..pays.him.to.do.so.to.help.sell.the... Climbing.Hawk..It.is.difficult.to.determine.the.dollar.value.of.the.weight.advantage.the... Climbing.Hawk.has.over.other.bikes.without.additional.information..Many.riders.may... feel.that.two.pounds.less.weight.does.not.justify.the.costs.of.the.Climbing.Hawk..Per-... haps.the.Climbing.Hawk.sacrifices.some.frame.strength.to.achieve.it’s.lighter.weight.]





18. Has Joran or Mike proven his point about the price of the Climbing Hawk? [No.] To.explain.to.Mr..Smith.how.Joran.and.Mike.proved.or.failed.to.prove.their.points.about.the.Climbing.Hawk.bicycle.

Mr..Smith

Neither.Mike.Gomes.nor.Joran.Freeman.proved.his.point.regarding.the.Climbing.Hawk..Mike.Gomes’.argument.was.based.solely.on.his.own.and.his.fathers’s.opinions..Joran.Freeman.did.not.give.enough.evidence.to.support.his.point..

. I.. Neither.Mike.nor.Joran.proved.his.point.regarding.the.Climbing.Hawk.

.II.. Mike.Gomes’.argument.was.based.solely.on.his.own.and.his.father’s.opinions.

.III.. Joran.Freeman.did.not.give.conclusive.or.enough.evidence.to.support.his.point.

.Dear.Mr..Smith:

. Mike.Gomes.and.Joran.Freeman.both.failed.to.prove.their.points.regarding.the.Climbing.Hawk.bicycle..Mike.Gomes’.argument.was.based.solely.on.his.own.and.his.father’s.opinions..Joran.Freeman’s.evidence.was.factual,.but.Joran.did.not.supply.enough.evidence.to.prove.his.point.

Sincerely,

Purpose

Audience

Message

Outline

Letter





Prosecutor Geiger must give a summary to the jury of the evidence he has presented to convict Will Jones of robbery. The robbery took place at the Grant Hotel, June 11, between 8:00 p.m. and 9:45 p.m. The summary will be taken from his notes below. His best chance of convincing the jury of Jones’ guilt is to present the summary in clear, short sentences. Mr. Geiger wants to eliminate any redundant or irrelevant sentences that merely repeat or support a fact that is already known. Mr. Geiger would like you to write a summary to the jury that will give him his best chance of convicting Will Jones of the robbery. Listed below are the notes Mr. Geiger made during the trial. Mr. Geiger would like us to put together a summary using these notes.

1.. Jones’.sister.is.not.sure.he.was.with.her.at.the.time.of.the.crime...

2.. Mrs..Li,.a.neighbor.of.Jones’,.claims.Jones.told.her.he.might.have.to... go.to.the.Grant.Hotel.on.June.11.to.meet.a.friend....

3.. Jones.admitted.he.owns.and.drives.a.green.Thunderbird...

4.. Jones.claims.he.was.across.town.with.Bobby.Martinez.at.the.time.of... the.robbery.....

5.. Bobby.Martinez.denies.Jones.was.with.him.the.evening.of.the.crime..

6.. The.door.man.at.the.Grant.Hotel.testified.that.on.June.11.he.saw.Jones... enter.the.building.at.approximately.7:30.p.m.,.but.he.does.not.remem-.. ber.Jones.leaving.before.he.himself.left.for.home.at.midnight.

7.. Police.found.pieces.of.a.broken.necklace,.stolen.in.the.robbery,.in... the.back.seat.of.Jones’.car.

8.. At.the.close.of.the.trial,.Mr..Jones.had.failed.to.establish.an.alibi.for... his.whereabouts.at.the.time.the.robbery.was.committed...

9.. A.dark-colored.Thunderbird.was.seen.in.the.neighborhood.of.the.hotel... shortly.before.the.robbery...

10.. Jones’.fingerprints.were.found.in.the.room.where.the.robbery.took.place......

PROBLEM 13





1. What does Mr. Geiger want us to do?

2. What is Will Jones on trial for?

3. What is important to Mr. Geiger in presenting the summary?

4. Why do you think it may be important to write the summary in clear, short sentences and to eliminate any redundant or irrelevant sentences?

5. Is the information in note number 1 important to establishing Will Jones’ guilt?

6. Do any of the other notes deal with Jones’ alibi?

7. Do we need all of these notes that deal with the alibi? Can we eliminate one or two of the sentences? If we can eliminate one or more of these notes from the summary, which one(s) can we eliminate?

8. Is note number 2 important to establishing that Jones committed the robbery?

9. Do any of the other notes have to do with proving that Jones went to the hotel the evening of the robbery?

10. Do notes 6, 9, or 3 deal more directly with the question of whether Jones was at the hotel the night of the robbery?

11. Is the information covered in note 7 covered in any of the other notes?

12. Is the information in note 7 important to proving Jones committed the robbery?

13. Does the information in notes 7 and 10 together prove that Jones committed the robbery?

14. If you were on the jury and had read the prosecutor’s notes, would you be in favor of finding Jones guilty of the robbery or not guilty?

15. If you were on the jury, had read the prosecutor’s notes, had to decide whether Jones was guilty or not, and were given the opportunity to ask Jones more questions, what questions would you ask?

.







n identifying relevant and irrelevant informationn identifying a sequencen identifying cause and effect


1. What does Mr. Geiger want us to do? [Mr..Geiger.would.like.us.to.write.a.summary.to.the.jury.that.will.give.him.his.best.... chance.of.convicting.Will.Jones.of.the.robbery.at.the.Grant.Hotel..He.would.like.us.to... put.together.our.summary.using.the.notes.he.made.during.the.trial.]

2. What is Will Jones on trial for? [The.robbery.at.the.Grant.Hotel.on.June.11,.between.8:00.p.m..and.9:45.p.m.]

3. What is important to Mr. Geiger in presenting the summary? [Mr..Geiger.wants.the.summary.to.be.in.clear,.short.sentences.and.to.eliminate.any.re-.. dundant.or.irrelevant.sentences.that.merely.repeat.or.support.a.fact.that.has.already.... been.established.]

4. Why do you think it may be important to write the summary in clear, short sentences and to eliminate any redundant or irrelevant sentences? [It.is.often.easier.to.understand.an.argument.that.is.written.in.short,.clear.sentences..An... agument.written.in.short.sentences.is.usually.easier.to.break.down.into.parts.]

5. Is the information in note 1 important to establishing Will Jones’ guilt? [Probably,.if.his.alibi.(his.claim.that.he.was.elsewhere.when.the.crime.was.committed)... was.based.on.his.sister’s.word,.then.he.may.not.have.an.alibi.]

6. Do any of the other notes deal with Jones’ alibi? [Yes,.notes.4,.5,.and.8.] (Note 10 does not prove Jones was in the room at the time of the robbery.)

7. Do we need all of these notes that deal with the alibi? Can we eliminate one or two of the sentences? If we can eliminate one or more of these notes from the summary, which one(s) can we eliminate? [Notes.1,.4,.and.5.all.deal.with.Jones’.inability.to.come.up.with.an.alibi..They.all.offer... information.that.is.summarized.in.note.8..Note.8.informs.us.that.Jones.was.not.able.to... establish.an.alibi.for.his.presence.at.the.time.of.the.robbery.]

8. Is note 2 important to establishing that Jones committed the robbery? [No,.the.note.offers.little.or.no.evidence.about.the.case..Jones.told.Mrs..Li.that.he.. .

Skills

Instructions

QuestioningStrategy





. might.have.to.go.to.the.Grant.Hotel.that.evening.to.meet.a.friend..It.does.not.offer.any..

. evidence.that.he.did,.in.fact,.go.to.the.hotel.that.evening.]

9. Do any of the other notes have to do with proving that Jones went to the hotel the evening of the robbery? [Yes,.notes.6,.9,.and.possibly.3..Note.3.may.be.related.to.note.9..If.Jones’.Thunderbird... is.a.dark.green.]

10. Do notes 6, 9, or 3 deal more directly with the question of whether Jones was at the hotel the night of the robbery? [Yes,.in.note.6.the.doorman.at.the.Grant.Hotel.testifies.that.he.saw.Jones.enter.the.. .. building.at.approximately.7:30.p.m.,.but.he.does.not.remember.Jones.leaving.before.he... himself.left.for.home.at.midnight..This.testimony.(a.witness’s.sworn.statement).places... Jones.at.the.hotel.the.evening.of.the.robbery..Note.9.states.that.a.dark-colored.Thunder-.. bird.was.seen.in.the.neighborhood.of.the.hotel..But.there.is.no.evidence.that.the.Thun-.. derbird.was.green,.or.that.Jones’s.Thunderbird.is.dark.green,.or.if.Jones’.Thunderbird... is.dark.green,.that.the.Thunderbird.seen.in.the.neighborhood.of.the.Grant.Hotel.that... evening.was,.in.fact,.Jones’.Thunderbird..Note.7.does.not.prove.that.Jones.or.his.car... were.at.the.hotel.the.night.of.the.robbery..It.does.suggest.that.at.one.time.the.stolen.... necklace.was.in.the.back.seat.of.Jones’.car.and.that,.therefore,.Jones.may.have.been... involved.in.the.robbery.]

11. Is the information covered in note 7 covered in any of the other notes? [No.]

12. Is the information in note 7 important to proving Jones committed the robbery? [Yes..It.does.suggest.that.at.one.time.the.stolen.necklace.was.in.the.back.seat.of.Jones’... car.and.that,.therefore,.Jones.may.have.been.involved.in.the.robbery..This.information... by.itself.does.not.prove.Jones.committed.the.robbery,.but.it.could.be.viewed.as.an.. .. important.piece.of.the.prosecutor’s.evidence.]

13. Does the information in notes 7 and 10 together prove that Jones committed the robbery? [No,.the.notes.suggest.that.Jones.may.have,.or.probably.did.commit,.or.took.part.in.the... robbery,.but.by.themselves.they.do.not.prove.Jones.committed.the.robbery..Note.7.sug-.. gests.that.at.one.time.the.stolen.necklace.was.in.the.back.seat.of.Jones’.car.and,.there-.. fore,.Jones.may.have.been.involved.in.the.robbery...Note.10.tells.us.that.at.one.time... Jones.was.in.the.hotel.room.where.the.robbery.was.committed..The.notes.do.not.prove... Jones.committed.the.robbery,.but.they.are.important.pieces.of.the.prosecutor’s.case.]

14. If you were on the jury and had read the prosecutor’s notes, would you be in favor of finding Jones guilty of the robbery or not guilty? (Students should decide a verdict for themselves, but be certain they explain their reasoning behind the verdict they choose.)

15. If you were on the jury, had read the prosecutor’s notes, had to decide whether Jones was guilty or not, and were given the opportunity to ask Jones more questions, what questions would you ask?





[Possible.list.of.questions: a.. What.were.you.doing.in.the.Grant.Hotel.on.the.evening.of.March.11?. b.. When.and.how.did.you.leave.the.Grant.Hotel.on.the.evening.of.March.11?. c.. How.did.your.fingerprints.get.into.the.room.where.the.robbery.took.place?. .. d.. How.did.the.pieces.of.the.stolen.necklace.get.into.the.back.seat.of.your.car?] To.write.a.summary,.using.Mr..Geiger’s.notes,.that.will.give.him.his.best.chance.of.convicting.Will.Jones.of.the.robbery.....

Ladies.and.gentlemen.of.the.jury

The.prosecution.believes.that.Will.Jones.committed.the.robbery.at.the.Grant.Hotel.for.the.following.reasons..The.door.man.saw.Jones.enter.the.hotel.at.approximately.7:30.p.m..but.does.not.remember.seeing.him.leave..Mr..Jones.failed.to.established.an.al.ibi..Jones’.fingerprints.were.found.in.the.room.where.the.robbery.took.place..Police.found.pieces.of.a.broken.necklace,.stolen.in.the.robbery,.in.the.back.seat.of.Jones’.car...

. I... The.prosecution.believes.Will.Jones.committed.the.robbery.at.the.Grant.Hotel.

. II.. The.door.man.at.the.Grant.Hotel.testified.that.on.June.11.he.saw.Jones.enter.the..... .

. . building.at.approximately.7:30.p.m..but.does.not.remember.seeing.him.leave.before.he..

. . himself.left.for.home.at.midnight..

.III.. At.the.close.of.the.trial,.Mr..Jones.had.failed.to.established.an.al.ibi.for.his.whereabouts..

. . at.the.time.the.robbery.was.committed..

.IV.. Jones’.fingerprints.were.found.in.the.room.where.the.robbery.took.place...

. V.. Police.found.pieces.of.a.broken.necklace,.stolen.in.the.robbery,.in.the.back.seat.of.. .

. . Jones’.car.

Ladies.and.gentlemen.of.the.jury:

. The.prosecution.believes.that.Will.Jones.committed.the.robbery.at.the.Grant.Hotel.for.the.following.reasons..The.door.man.at.the.Grant.Hotel.testified.that.on.June.11.he.saw.Jones.enter.the.building.at.approximately.7:30.p.m..but.does.not.remember.him.leaving.before.he.himself.left.for.home.at.midnight..At.the.close.of.the.trial,.Mr..Jones.had.failed.to.establish.an.al.ibi.for.his.whereabouts.at.the.time.the.robbery.was.committed..Jones’.fingerprints.were.found.in.the.room.where.the.robbery.took.place..Police.found.pieces.of.a.broken.necklace,.stolen.in.the.robbery,.in.the.back.seat.of.Jones’.car.

Sincerely,..

Purpose

Outline

Summary

Audience

Message





PROBLEM 14

When Mark came home from school today, he found the following note from

his brother Tony.

“If. there.are.any.cookies.baked.by.Mrs..Henderson.left. in. the.

cupboard,.Mom.said.you.could.eat.them.”

When Mark looked in the cupboard, he found a whole plate of freshly baked

chocolate chip cookies and ate them. When his mother came home and found

the plate empty, except for a few crumbs, she asked in anger, “Who ate the

cookies?”

Mark was surprised by the question and by his mother’s anger. He told her

it was his understanding that she had given him permission to eat the cookies.

Mark’s mother now looked surprised and told Mark she did not give him

permission to eat the cookies.

“Then Tony lied to me in his note,” replied Mark, and showed his mother the

note Tony had written.

Mark’s mother read the note and sighed. “Mark, when are you ever going to

learn. I did not give you permission to eat the cookies, and Tony did not lie to

you.

Write a paragraph to Mark explaining to him how you think he may have

been tricked by his brother.






1. What did the note left by Tony say?

2. Were there cookies left in the cupboard?

3. Do we know for certain that Mark ate the cookies he found in the cupboard?

4. Did Tony lie to Mark in the note he left him?

5. The note can be divided into two parts:

a. If there are any cookies baked by Mrs. Henderson left in the cupboard,

b. Mom said you could eat them.

If we know the note is true, and yet Mark’s mom did not give him permission to eat the cookies he found, what does this tell us about the cookies Mark found in the cupboard?

6. Was it reasonable for Mark to assume that Mrs. Henderson baked the cookies in the cupboard?

7. Can we be certain that Tony meant to trick Mark?.






n understanding grammar’s relationship to truth value n perceiving reasonable and unreasonable inferencesn evaluating a source of information


1. What did the note left by Tony say? [The.note.read,.“If.there.are.any.cookies.baked.by.Mrs..Henderson.left.in.the.cupboard,... Mom.said.you.could.eat.them.”]

2. Were there cookies left in the cupboard? [Yes,.a.whole.plate.of.freshly.baked.choclate.chip.cookies.]

3. Do we know for certain that Mark ate the cookies he found in the cupboard? [Yes.]

4. Did Tony lie to Mark in the note he left him? [No,.according.to.Mark’s.mother,.Tony.did.not.lie.]

5. The note can be divided into two parts: a. If there are any cookies baked by Mrs. Henderson left in the cupboard, b. Mom said you could eat them. If we know the note is true, and yet Mark’s mom did not give him permission to eat the cookies he found, what does that tell us about the cookies Mark found in the cupboard?.. [The.cookies.were.not.baked.by.Mrs..Henderson.]

6. Was it reasonable for Mark to assume that Mrs. Henderson baked the cookies in the cupboard? [This.is.difficult.to.answer..In.most.instances.when.someone.leaves.us.a.note,.they.are... not.out.to.trick.us..If.Tony.is.not.in.the.habit.of.playing.pranks.on.Mark,.then.it.would... be.reasonable.to.assume.that.the.cookies.left.in.the.cupboard.were.baked.by..Mrs... .. Henderson..Mark’s.mother.asks.Mark,.“Mark,.when.are.you.ever.going.to.learn?”... .. possibly.suggesting.that.Mark.has.been.victimized.by.pranks.before.]

7. Can we be certain that Tony meant to trick Mark? [No,.we.cannot.be.certain...It.is.possible.Tony.did.not.mean.to.trick.Mark...For.. .. example,.suppose.there.were.two.sets.of.cookies.in.the.cupboard:.one.set.baked.by.. .. Mrs..Henderson,.the.other.by.their.mother..Suppose.their.mother.had.told.Tony.that...

Skills

Instructions

QuestioningStrategy





. they.(Mark.and.Tony).could.eat.the.cookies.in.the.cupboard.baked.by.Mrs..Hender-. .

. son...If.Tony.did.not.know.about.the.other.cookies.in.the.cupboard.that.his.mother.had..

. baked,.then.he.might.have.assumed,.like.Mark,.that.all.cookies.in.the.cupboard.. .

. were.baked.by.Mrs..Henderson.].

Explain.to.Mark.how.he.may.have.been.tricked.by.his.brother...

Mark

Mark,.you.assumed.the.cookies.you.found.in.the.cupboard.were.baked.by.Mrs..Henderson..You.ate.cookies.baked.by.someone.other.than.Mrs..Henderson..Your.mother.did.not.give.you.permission.to.eat.the.cookies.you.ate.

. I... You.assumed.the.cookies.in.the.cupboard.were.baked.by.Mrs..Henderson.

. II.. They.were.not.baked.by.Mrs..Henderson.

.III.. If.the.cookies.were.not.baked.by.Mrs..Henderson,.then.your.mother.did.not.give.you..

. . permission.to.eat.them.

Dear.Mark:

. Your.brother.may.have.tricked.you.by.getting.you.to.assume.that.the.cookies.in.the.cupboard.were.baked.by.Mrs..Henderson..Mrs..Henderson.did.not.bake.the.cookies.you.ate..If.there.were.no.cookies.baked.by.Mrs..Henderson.left.in.the.cupboard,.then.your.mother.did.not.give.you.permission.to.eat.the.cookies.you.did.eat.. .

Sincerely,

Purpose

Audience

Message

Outline

Letter





PROBLEM 15

Biff Martin and Anchor Edmonds received the following note in the mail.

If.the.earth.revolves.around.the.sun.and.all.birds.can.fly,.then.the.treasure.is.hidden.in.a.chest.below.the.sea..

If. all.men.are.males.or. some.even.numbers.are.odd,. then. the.treasure.is.buried.somewhere.in.the.ground.above.the.sea..

If.the.treasure.is.buried.below.the.sea,.then.it.is.buried.off.Santa.Cruz.Island.in.the.Pacific.Ocean.or.at.Fort.Knox..

If.the.treasure.is.buried.in.the.ground.above.the.sea,.then.it.is.buried.under.the.White.House.or.Nate’s.Burger.Hut.in.Stoneridge,.New.York..

If.the.treasure.is.not.buried.below.the.sea.off.Santa.Cruz.Island,.then.it.is.buried.under.Nate’s.Burger.Hut.in.Stoneridge,.NewY-ork.

Biff would like your help. He would like you to assume that the note is true

and tell him where the treasure is hidden and how you were able to figure it out.





1. If it is true that the earth revolves around the sun and all birds can fly, can we be certain the treasure is bured in a chest below the sea?

2. Can all birds fly?

3. Given this information, can we conclude without a doubt that the treasure is buried in the ground?

4. What must be true in the second sentence of the note for the treasure to be buried above the ground?

5. Are some even numbers odd?

6. Are all men males?

7. Given this information, what can we learn from the second sentence in the note?

8. If it were false that “all men are males” and false that “some even numbers are odd,” could we then conclude that the treasure is not buried in the ground?. ..

9. What can we learn from the third sentence in the note?

10. What can we learn from the fourth sentence in the note?

11. Can we determine from the final sentence in the note where the treasure is buried?







n understanding grammar’s relationship to truth valuen perceiving reasonable and unreasonable inferences


1. If it is true that the earth revolves around the sun and all birds can fly, can we be certain the treasure is buried in a chest below the sea? [Yes,.the.first.sentence.of.the.note.tells.us.this.]

2. Can all birds fly? [No,.ostriches.and.emus.are.birds.and.they.cannot.fly.]

3. Given this information, can we conclude without a doubt that the treasure is buried in the ground? [No,.we.know.that.the.earth.revolves.around.the.sun,.and.if.it.were.true.that.all.birds... could.fly,.then.we.would.know.without.a.doubt.that.the.treasure.is.hidden.below.the... sea..But.since.all.birds.cannot.fly,.then.we.still.cannot.determine.from.the.first.clue.. .. whether.the.treasure.is.buried.in.the.ground.or.below.the.sea.]

4. What must be true in the second sentence of the note for the treasure to be buried in the ground above the sea? [One.or.both.of.the.following.things.must.be.true:.either.“all.men.are.males”.or.“some... even.numbers.are.odd.”]

5. Are some even numbers odd? [No.]

6. Are all men males? [Yes.]

7. Given this information, what can we learn from the second sentence in the note? [The.treasure.is.buried.in.the.ground.above.the.sea.]

8. If it were false that “all men are males” and false that “some even numbers are odd,” could we then conclude that the treasure is not buried in the ground?. [No,.we.would.not.be.able.to.conclude.anything...When.the.first.part.of.a.true.condi-.. tional.sentence.(if-then.sentence).is.true,.then.the.second.part.must.be.true..When.the... first.part.of.a.true.conditional.sentence.(if-then.sentence).is.false.then.the.second.part... does.not.have.to.be.true.(see.problem.3)...For.example,.the.following.two.sentences.are... both.true.conditional.sentences.

Skills

QuestioningStrategy

Instructions





a.. “If.all.dogs.can.fly,.then.the.moon.is.made.of.cheese.”. b.. “If.all.dogs.can.fly,.then.some.cars.are.red.”]..

9. What can we learn from the third sentence in the note? [Nothing,.we.already.know.from.the.second.sentence.that.the.treasure.is.buried.in.the... ground.]

10. What can we learn from the fourth sentence in the note? [The.treasure.is.either.buried.under.the.White.House.or.Nate’s.Burger.Hut.in.. .. Stoneridge,.New.York.]

11. Can we determine from the final sentence in the note where the treasure is buried?. [Yes,.the.treasure.must.be.buried.under.Nate’s.Burger.Hut.in.Stoneridge,.New.York..

We.have.already.concluded.from.sentence.number.two.that.the.treasure.is.buried.in.the.ground.above.the.sea..If.the.treasure.is.buried.in.the.ground.above.the.sea,.then.it.cannot.be.buried.below.the.sea.off.Santa.Cruz.Island..Sentence.number.five.tells.us,.“If.the.treasure.is.not.buried.off.Santa.Cruz.Island,.then.it.is.buried.under.Nate’s.Burger.Hut.in.Stoneridge,.New.York.]

Tell.Biff.where.the.treasure.is.hidden.and.how.I.was.able.to.figure.it.out...

Biff.Martin

The.treasure.is.buried.under.Nate’s.Burger.Hut.in.Stoneridge,.New.York.

. I... The.treasure.is.buried.under.Nate’s.Burger.Hut.in.Stoneridge,.New.York..

. II.. The.second.clue.told.me.the.treasure.is.buried.in.the.ground.above.the.sea.

.III.. The.fourth.clue.told.me.the.treasure.is.buried.under.the.White.House.or.Nate’s...... .

. . Burger.Hut.in.Stoneridge,.New.York..

.IV.. The.last.sentence.told.me.the.treasure.is.buried.under.Nate’s.Burger.Hut.in.. .

. . Stoneridge,.New.York.

Dear.Biff:

. The.treasure.is.buried.under.Nate’s.Burger.Hut.in.Stoneridge,.New.York..The.second.sentence.told.me.the.treasue.is.buried.in.the.ground.above.the.sea..I.concluded.from.the.fourth.sentence.that.the.treasure.is.buried.under.the.White.House.or.Nate’s.Burger.Hut.in.Stoneridge,.New.York..The.last.sentence.told.me.the.treasure.is.buried.under.Nate’s.Burger.Hut.in.Stoneridge,.New.York.

Sincerely,.. .

Message

Outline

Letter

Purpose

Audience





The following notes were taken by detective Helic.

1.. Harris.and.Grasser.were.seen.entering.the.restaurant.at.8:05.p.m..They.were.seen.eating.dinner.at.8:50.p.m..and.leaving.the.building.at.9:15.p.m.

2.. Prindle.and.Edwards.were.seen.entering.the.restaurant.at.8:50.p.m..They.were.seen.leaving.the.restaurant.in.a.hurry.at.9:15.p.m.

3.. The.manager.of.the.restaurant.said.he.left.the.front.cash.register.and.went.to.check.with.the.cook.at.9:10.p.m..He.was.seen.yelling.at.the.cook,.“Please.speed.it.up!.All.night.people.have.had.to.wait.30.minutes.to.get.anything.out.of.the.kitchen.”.He.was.only.absent.from.the.register.for.1.to.3.minutes..When.he.returned.to.the.cash.register,.it.was.empty;.the.money.had.been.stolen..He.said.he.remembered.seeing.Prindle.and.Edwards.in.the.waiting.line.to.be.seated..He.did.not.remember.seating.them.

4.. Mr..Stessel.said.he.entered.the.restaurant.at.9:05.p.m..He.left.his.coat.and.briefcase.in.the.coatroom.and.then.went.to.dinner..After.dinner.he.returned.to.the.coatroom.to.get.his.belongings..At.that.point,.a.man.asked.him.for.the.time..As.he.told.the.man.it.was.9:20,.someone.else.struck.him.from.behind.and.knocked.him.unconscious..Mr..Stessel’s.description.of.the.man.who.asked.him.for.the.time.matched.Prindle’s.description...Witnesses.found.Mr..Stessel.in.a.daze.on.the.floor.of.the.coatroom..He.told.them.his.watch.and.the.money.from.his.wallet.had.been.stolen..He.retrieved.his.coat.and.briefcase,.gave.me.his.information,.and.went.home..

5.. Grasser.said.he.and.Harris.had.run.into.Prindle.and.Edwards.after.dinner.on.their.way.out.of.the.coatroom.sometime.between.9:10.and.9:15.p.m..He.said.that.Prindle.and.Edwards.told.him.they.were.tired.of.waiting.in.line.and.angry.that.the.restaurant.did.not.take.reservations..They.had.decided.to.eat.at.Zelda’s.down.the.street..On.his.way.to.the.back.to.the.coatroom,.Harris.thought.he.had.seen.Stessel.waiting.at.the.back.of.the.line.to.be.seated.

6.. At.10:00.p.m.,.the.restaurant.was.searched.from.top.to.bottom..None.of.the.stolen.property.was.found..A.waitress.at.Zelda’s.said.she.saw.Prindle.and.Edwards.enter.the.restaurant.just.before.9:20.p.m..

. After.reviewing.the.above.list.of.notes,.I.am.deeply.troubled..Something.in.the.back.of.my.mind.tells.me.that.someone.has.lied.to.me..Please.write.me.a.letter.explaining.who.you.suspect.is.not.telling.me.the.truth.and.why?

PROBLEM 16





1. What does Detective Helic want us to do?

2. According to Detective Helic’s notes, what happened at the restaurant?

3. Is it possible that both robberies were carried out by the same thief or thieves?

4. According to Detective Helic’s notes, who was in the restaurant at the time the money was stolen from the cash register?

5. Can any of these people prove they were not by the register at the time the money was stolen?

6. Is it possible that the restaurant manager lied about the robbery?

7. According to Detective Helic’s notes, what happened to Mr. Stessel?

8. Based on the description provided by Mr. Stessel, who do you think may have robbed him?

9. Were Prindle and Edwards in the restaurant at the time that Stessel stated he was robbed?

10. How would you explain this conflict in Detective Helic’s notes?

11. According to Detective Helic’s notes, how long was Mr. Stessel in the restaurant before he was robbed?

12. What did Mr. Stessel do in that 15 minutes?

13. What in Detective Helic’s notes makes this part of Stessel’s story suspicious?

14. Did Mr. Stessel lie to Detective Helic?

15. If you could ask Mr. Stessel some questions, what would you ask him?

16. If Stessel were the thief, and he stole the money from the cash register and faked the theft of his money and watch, what do you think he did with the money and watch?







n perceiving reasonable and unreasonable inferencesn evaluating a source of informationn identifying a sequencen identifying relevant and irrelevant informationn identifying a conclusion that does not follow from the given evidence


1. What does Detective Helic want us to do? [Write.him.a.letter.explaining.who.we.suspect.is.not.telling.him.the.truth.and.why.]

2. According to Detective Helic’s notes, what happened at the restaurant? [a.. Sometime.between.9:10.p.m..and.9:13.p.m.,.someone.stole.the.money.from.. .. . the.cash.register.. .b.. At.9:20.p.m..Mr..Stessel.was.knocked.out.and.his.money.and.watch.were.stolen.] (A time chart, like the following sample, can help many students sequence the events of the case to determine who is innocent and who is guilty.)

8:05. Harris.and.Grasser.enter.the.restaurant.. . 8:50.. . 8:50. . 9:05. . 9:10–9:13. . 9:10–9:15. . 9:15. . 9:15. . 9:20. In.the.coatroom,.Stessel.asks.for.the.time.from.a.man.who.looks.like... . . Prindle.and.is.struck.from.behind.by.someone.else.

3. Is it possible that both robberies were carried out by the same thief or thieves? [Since.they.appear.to.have.occured.at.different.times,.it.is.possible.they.were.commit-.. ted.by.the.same.thief.or.thieves.]

4. According to Detective Helic’s notes, who was in the restaurant at the time the money was stolen from the cash register? [Detective.Helic’s.notes.indicate.that.the.following.people.were.in.the.restaurant.when... the.money.was.stolen.from.the.cash.register.. a.. Harris.and.Grasser. b.. Prindle.and.Edwards

Instructions

Skills

QuestioningStrategy





. c.. the.restaurant.manager

. d.. Mr..Stessel]

5. Can any of these people prove they were not by the register at the time the money was stolen? [Yes,.the.restaurant.manager.was.seen.yelling.at.the.cook.in.the.kitchen.]

6. Is it possible that the restaurant manager lied about the robbery? [Yes,.it.is.possible..For.example,.he.might.have.lied.about.the.time.the.money.was.. .. stolen.from.the.register..Perhaps.the.money.was.stolen.before.he.went.into.the.kitchen.]

7. According to Detective Helic’s notes, what happened to Mr. Stessel? [a.. After.dinner.he.went.back.to.the.coatroom.to.get.his.belongings.. .b.. In.the.coatroom.a.man.asked.him.for.the.time..As.he.gave.the.man.the.time.. .. . (9:20.p.m.),.someone.else.struck.him.from.behind.and.knocked.him.unconscious.. .c.. He.was.found.lying.on.the.coatroom.floor.in.a.daze..His.money.and.watch.had.been... . taken.]8. Based on the description provided by Mr. Stessel, who do you think may have robbed him? [Based.on.the.description.provided.by.Mr..Stessel,.the.man.who.asked.him.for.the.time... could.have.been.Prindle..It.would.be.reasonable.to.suspect.Prindle.and.Edwards,.since... they.went.into.and.left.the.restaurant.together.]

9. Where were Prindle and Edwards at 9:20 p.m., the time Mr. Stessel stated he was robbed? [They.were.at.Zelda’s,.another.restaurant.down.the.street..Prindle.and.Edwards.were... seen.leaving.the.restaurant.at.9:15.p.m..and.entering.Zelda’s.at.9:20.p.m.]

10. How would you explain this conflict in Detective Helic’s notes? [Mr..Stessel.described.Prindle.as.the.man.who.asked.him.for.the.time.at.9:20.p.m... .. Prindle.and.Edwards.entered.Zelda’s.just.before.9:20.and.had.dinner..It.could.be.that... Mr..Stessel.is.lying,.or.perhaps.someone.else.fitting.Mr..Prindle’s.description.was.in... the.coatroom.at.9:20.p.m.]

11. According to Detective Helic’s notes, how long was Mr. Stessel in the restau - rant before he was robbed? [About.15.minutes.]

12. What did Mr. Stessel do in that 15 minutes? [He.checked.his.coat.and.briefcase.in.the.coatroom,.had.dinner,.then.returned.to.the.... coatroom.]

*13. What in Detective Helic’s notes makes this part of Stessel’s story suspicious? [About.the.time.Mr..Stessel.entered.the.restaurant,.there.was.a.30-minute.wait.to.get... food.out.of.the.kitchen..It.is.suspicious.that.in.15.minutes.Mr..Stessel.was.able.to.enter... the.restaurant,.put.his.coat.and.briefcase.in.the.coatroom,.get.through.the.waiting.line... for.dinner,.get.his.food.(with.a.30-minute.wait.to.get.food.out.of.the.kitchen),.and.eat... his.dinner...It.is.especially.suspicious.if.Harris.saw.Stessel.waiting.in.the.back.of.the... line.to.be.seated.between.9:10.and.9:15.p.m.]





*14. Did Mr. Stessel lie to Detective Helic? [We.do.not.have.enough.information.to.be.able.to.answer.that.question..There.are.some... parts.of.his.story.that.appear.to.be.worth.investigating..Perhaps.Mr..Stessel.took.cuts.in... the.line.to.be.seated.sooner..Perhaps.he.knew.someone.who.worked.in.the.restaurant... who.sneaked.him.into.a.seat.and.quickly.got.him.his.food...Perhaps.there.was.another... man.who.looked.like.Prindle.or.used.makeup.to.appear.as.Prindle.]

*15. If you could ask Mr. Stessel some questions, what would you ask him? [a.. How.did.he.manage.to.eat.dinner.in.15.minutes?. .b.. If.he.could.identify.the.man.who.asked.him.the.time.in.the.coatroom.from.a.police... . lineup..(Have.Prindle.in.the.lineup..If.Stessel.picks.out.Prindle,.ask.him.to.explain... . how.Prindle.could.be.in.two.places.at.the.same.time.). .c.. If.a.doctor.could.examine.his.head.for.bruises.or.bumps.]

*16. If Stessel were the thief, and he stole the money from the cash register and faked the theft of his money and watch, what do you think he did with the money and watch? [One.possibility.is.that.after.stealing.the.money.from.the.cash.register,.Stessel.waited... until.he.could.enter.the.coatroom.unnoticed,.put.the.stolen.money.and.his.own.money... and.watch.in.his.briefcase,.banged.the.back.of.his.head.on.something.hard.enough.to... cause.a.bump.or.bruise,.and.then.waited.on.the.coatroom.floor.to.be.discovered.] To.write.Detective.Helic.a.letter.explaining.who.we.suspect.is.not.telling.him.the.truth.....and.why.....Detective.Helic

I.suspect.Mr..Stessel.is.lying...It.seems.unlikely.that.he.could.eat.dinner.in.15.minutes..He.also.described.Prindle.as.the.man.who.asked.him.for.the.time.at.9:20.p.m..in.the.coatroom..Prindle.left.the.restaurant.at.9:15.p.m..... I.. I.suspect.Mr..Stessel.is.lying..II.. It.seems.unlikely.that.he.could.eat.dinner.in.15.minutes..III.. He.described.Prindle.as.the.man.who.asked.him.for.the.time.at.9:20.p.m..Prindle.left... . the.restaurant.at.9:15.p.m...

Dear.Detective.Helic:

. I.suspect.Peter.Stessel.is.lying..Stessel.claimed.he.was.able.to.eat.dinner.in.15.minutes...That.evening.the.restaurant.had.a.waiting.line.and.a.30-minute.wait.to.get.food.from.the.kitchen..He.also.described.Prindle.as.the.man.who.asked.him.for.the.time.at.9:20.p.m..in.the.coatroom.when.Prindle.had.already.left.the.restaurant.at.9:15.p.m..I.would.recommend.bringing.him.in.for.further.questioning.

Sincerely,...

Audience

Letter

Purpose

Outline

Message



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