ES2660: Wildcare #2 Barrots agaisnt ennis

WildCard #2:
Using Barrett's taxonomy, what are five questions you could ask about Ennis, 2011?
Which questions would be essential to get answers to and why?
Plan and deliver a 1-2 minute talk

Barrett's Taxonomy 

• Literal Comprehension

• Recognition
• Details 
• Use the 5Ws to understand the story
• Main Idea
• Get the gist of the story
• Sequence
• Able to order the incidents
• Comparison
• Find the similarities/differences between characters, places and time
• Cause and Effect Relationship
• Understand the reasons for certain things happening
• Character Traits
• Understand the details of each character’s traits

• Recall (Similar procedure to recognition)

• Reorganisation 

• Classifying
• Categorising the characters

• Outlining
• Providing an outline of the different sections of the story

• Summarising
• Providing a summary of the story

• Synthesising
• Consolidate the story and have a main idea of what's in the story

• Inference

• Infer Supporting Details 
• Conjecture of additional facts that might have been added that makes it more informative, interesting or appealing

• Infer Main Ideas
• Provide the main idea of the story, the significance, theme and morals

• Infer the Sequences
• Conjecture as to what might happen between two incidents

• Infer the Comparisons
• To infer the likenesses and differences in characters, times, places

• Infer Cause and Effect Relationships
• Hypothesize the motivations of characters and their interactions at a certain time/place

• Infer Character Traits
• Hypothesize the nature of the characters from the basis of the passage

• Predicting Outcomes
• Conjecture of an outcome given a portion of the passage

• Interpret Figurative Language
• Infer the literal meanings when the author uses figurative languages

• Evaluation

• Judgment of Reality or Fantasy
• Judgment based on reader’s experience to comprehend if the story could happen

• Judgment of Fact or Opinion
• Analyze and evaluate the intent of the author if there is enough support for the conclusion

• Judgment of Adequacy and Validity
• Evaluate if the information provided is enough and if there are other sources to prove if it is agreeable and if it is complete

• Judgment of Appropriateness
• Similar to the adequacy but to also evaluate the appropriateness of a character or the supporting text to prove a point

• Judgment of Worth, Desirability and Acceptability
• Evaluate the character or author based on the reader’s code of morals 

• Appreciation

• Emotional Response to the Content
• Verbalize reader’s feelings in terms of emotions related to the character/author

• Identification with Characters or Incidents
• Reader’s response towards character/author in terms of sensitivity, sympathy and empathy

• Reactions to the Author’s Use of Language
• Appreciation of the author's writing style on the use of certain words

• Imagery
• Reader’s ability to express their feelings with regards to the author’s intention

Questions:

1. What do you mean by try to be well inform?

- Ennis says a critical thinker should try to be well informed.

- But, What does he mean by to try?

- How can one try to be well informed in this context, there is only to be well inform or not be well informed.

- When Ennis meant try, does he meant to have sufficient points to support our stand?

- Then if that's the case, why say try?

- Isn't it advantageous to be more informative to support our stand?

- Is it because Ennis intended for the our extra information to only act as a bonus point?

- How can we convince someone with less information?

- Perhaps the reasoning was that the main intention of ennis was not to convince someone but more of thinking about our stand critically and at the same time, to allow others to be able to reflect upon our point and not to be confused by the number of information we used to support it

- Ennis was trying to remind us that we are not here to prove our point but to listen to others and to critically think about our ideas, their ideas and not just be fixed on one.

- Its not a debate but critical thinking

 (Question by Evaluating - Barrets fourth level)

2. What did Ennis mean when he wrote that critical thinkers should use their critical thinking abilities?

• Isn’t it obvious that ideal critical thinkers would use their critical thinking?
• What is the point of mentioning something so obvious?
• Is it because Ennis is afraid that critical thinkers while in the midst of supporting their stand, forgot to use their critical thinking?
• If that were the case, is that the reason why Ennis came out with this paper.
• In doing so, Ennis is trying to remind his readers that even though they might have a stand supported by multiple evidences, they should continue to critically think about their idea instead of being satisfied with just one idea.

#1:

- Very factual

#2

Literal Comprehension:

What is ennis 2011 about

Level 2:

How is ennis 2011 categorise?

Level 3

Inferential:

The main level is categorise in 15 points.

How did he come up with these 15 points?

Level4:

Evaluation

Do all critical thinkers have these 15 points when they are talking about these speech?

Appreciation:

Is ennis important to be a critical thinker? Does everyone have to appreciate the 15 points to be a critical thinker.

#3

Why is it listed from point one to point two instead of being hierarchical.

We cant possibly focus on everything

Its obvious that he has did a lot of research but how can we decide that he is reliable and credible as he only

cite himself.

We should have more referencing with others to show consistency.

Under appreciation and evaluation, the gist is to critique but how does ennis 2011 distinguish the two aspects

Comments:

Why this 15?

Why no hierarchy?

Why is it not a necessary thing for critical thinker

#4

What do you mean by critical thinking abilities?

He order in 15 ways but in diff order.

On the first point, he mention that we should use our critical thinking abilities?

= Follows 2. of preparation =