Full transcript of “[Calvin University] Reading and Writing 6-1”. Click a timestamp to open the video at that moment. Need another video? Use the YouTube transcript generator.
0:05 [Music] Heat. Heat. [Music]
0:59 Hello everyone. Welcome back to the reading and writing course. Before we begin, we begin to this week's class. Let's first go over the answers to the assignment I gave you last week and then we will move on to today's class. Question number one. One reason Socrates was brought to trial was A. He had defected to the Sparitans. B he was accused of corrupting the youth. C. He had stolen from the
1:47 Athenian treasury. D. He did not walk. He did not work. Well, he often claimed that he knew nothing, but it's not true that he did not walk. So, the answer is B. He was accused of corrupting the youth. Number two, in his discussions, Socrates often claimed only that A, he was Athenian, B, he was a
2:35 philosopher, C, he knew nothing, D he understood justice. Yeah, T is not true because he claimed that he knew nothing. So the answer is C. He knew nothing. Number three, two followers wrote about Socrates. They were plateau and a aristo ponies b
3:22 Iadis I'll see via this c us jennif who are they were plateau and Jennifan. Number four, the Supreme Court adopt the Socratic method by formulating insightful A. Long speeches, B. Hypothetical situations, C. New
4:09 laws, D. Debate. The answer is B. Hypothetical situations. Yeah. Socrating method formulated insightful hypothetical situation. Five. In the Renaissance, the Socrating method was adopted to teach a law, B
4:56 mathematics, C. Bhutani, D clinical medicine. The answer is mathematics in a lunance. Socratic method was adopted to teach mathematics. Number six, if Socrates's questioning did not provide a definite answer, how was it halfp? How was it halfp? It proved their logic, revealing its flows and helping
5:44 both parties reach a more robust understanding. Okay. Socrates's questioning proved their logic, revealing its flaws and helping both parties reach a more robust understanding. In other words, it fostered critical thinking, selfreflection, and led to a deeper understanding of concepts and beliefs. Number seven. Would you agree with
6:32 Socrates that the unexamined life is not worth living? And what does this really mean? Well, Socrates is saying that to live a meaningful life, we must constantly examine ourselves and our fellows. That is a life without self-reflection, questioning and understanding has no true value or
7:19 [Music] meaning. Oh yeah, I must read this sentence again because I paused on the wrong points. That is a life without self-reflection, life without questioning, life without understanding has no true value or meaning. Okay. Would you agree with that? Yeah. Personally, I strongly agree agree with this.
8:06 Okay. Number eight. Young men in Athens who followed Socrates learned how to question like him. Do you think would you do you think you could learn how to question like him? Why or why not? Yeah. Uh most the answers you sent me was quite good. So the answers will vary depend on each of you. Okay. Thank you for sending your
8:51 answers. Thank you for sending the assignments. And now let's move on to today's topic. Unit five, critical reading. Number one, introduction to critical reading. Reading is fundamental. Yeah, you may recall hearing this phrase as a child. Okay. Reading is basic. Okay. Reading is fundamental. A series of somewhat cheesy
9:39 television advertisement and passes this point such as this one. This YouTube video featuring basketball superstar Shakil O'Neal. Here you go. Thanks. I travel a lot. You don't have to play in the NBA to visit new places and meet new people. All you have to do is pick up a book. Cuz when you know how to read, the adventures come to you. Today's story is Little Shack Hornet. So no matter who you are or what you plan to do, learn how to read. It opens up a whole new world.
10:25 It's a good thing he doesn't play [Music] basketball. However, as college students, reading can often seem like seem less like fun and more like work. because the purpose of it changes. Instead of reading for enjoyment, we read for information and for deeper
11:11 understanding and for challenging what we thought we knew. So reading in this course doesn't only mean the act of putting letters together to make words and words together to make sentences. Reading in this chapter means a set of skills we can practice and deepen and to make our college experience both easier and more
11:58 meaningful. So this unit will help you become familiar with steps you can take to better understand and any assigned college reading. So this is today's learning objectives. By the end of this section, you will be able to identify and differentiate between different types of texts. Identify reading strategies for
12:44 academic texts. Identify specialized reading strategies for specific types of texts, including content in disciplines and visual information. By the end of this section, you will also be able to identify thesis statements in text. Identify supporting claims in text. Identify logic and structure in text. Identify summary strategies for
13:31 reading comprehension. Okay, let's look at the types of reading material. We love categorizing things and defining items by their differences as much as their similarities. Think about movie genres. When a friend asks you to
14:17 go see the new thriller movie, you know to expect something different than when you snuggle up for a romance romance movie with your significant other. We use jungle to define types of writing as well. Knowing some of the basic differences between types of readings you will complete in college will help
15:03 you know what to expect from the reading before you begin. In everyday life, what you read is usually written to grab your attention and get a message across quickly before you switch channels, so to speak. By contrast, academic texts often raise
15:48 broad abstract questions and they are concerned about arriving at quick answers. For example, where a newspaper headline might say, okay, look at the title of this text. Okay. Bus ready for tax and spend claims grew. Do you know what grew means? The word grew. Yeah. Guru means kind of um expert.
16:33 Okay. Yeah. So, newspaper headline. Okay. Headline might say voters ready for tax ban claims guru. Guru means um experts something like that. Okay. The text written by Richard Leard in the article, the title, the secrets of happiness and published in the new statements actually says taxation is one of the most
17:20 important institutions we have for preserving a sense of a balance between work and leisure. I suspect that in some almost unconscious way the electorate now understands that the scramble to spend more money is partially selfdefeating and that this explains why people are more favorable to public expenditure. But the time is ripe to make argument explicit. The headline makes its point quickly, but it says far
18:06 less. It presents little basis for analysis and debate. So you can agree or disagree but you can't easily discuss the proposition. Layout carefully teases out a variety of issues, but the headline simplifies everything down to a wellestablished formula. In other words, it's something like free markets or public
18:52 expending. Okay. And which side are you on? Unlike general public debate, academic debate advances through finetuned language and disciplined method of argument. So it means in general in general public debates we use not highly tuned
19:42 language and not disciplined method of argument. But in academic debate we use finely tuned language and disciplined method of argument. The layout paragraph may be a lot longer than the headline, but it is not worthy for the sake of it. So it is very precisely
20:27 argued it would be quite difficult to cut out words without altering the meaning. Academic writers use cautious considered the language in an effort to be as exact as they can in their in their analysis. They try to say only what they mean and
21:13 what they think can be justified. In daily life, we cheerfully use language as a blunt instrument. Okay? Like cel to cel our way through the discussions that spring up around us in daily life. By contrast, by contrast, academic writing uses language as a sculper.
22:02 Sculpel to cut precisely between closely related arguments so that they can be spread apart and analyzed in detail. So it's like Kel versus Skypo. Okay. Learning how to read, think and write in this way is a central part of learning in college. Okay. So you need to be
22:49 academical. Okay. Okay. Then what academic sources look like, the higher the arrow goes, the higher the arrow goes, the more the more academic style is. Okay? The higher the arrow goes, the more academic style is. And the lower the lower the arrow
23:37 goes, that's the more popular style they are. Okay. So, academic and specialist sources such as the ones you have just considered may have different purposes and contain different kinds of information. So, look at the different types of writing. Okay. academic sources versus popular
24:25 sources, but they all aim to present content in a clear way. Okay, academic sources. This is why they all follow a clear and predictable structure. Okay, this is important. All academic sources they follow a clear and predictable structure. Okay. The structure of each type of source depends on its purpose. For example, to help readers to find a specific term easily and
25:13 quickly, dictionaries arrange words and the definitions in alphabetical order. Once readers understand the way the words are listed, looking up a word is not difficult.
