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For this week's discussion, you are tasked with the following: 1. Read and annotate 1 article from Reading Choices Week 3, then compose a response to your reading of no less than 200 words that: introduces the title and author of your choice of reading, summarizes the reading briefly, defines the argument(s) or persuasive point(s) within the reading that the author is making, responds to the reading using specific evidence from the text (i.e., Do you agree or disagree? Is there something you would add? Is there something you object to?), and uses proper MLA in-text citations for your quoted evidence. If you are unsure about your response to the reading, or if you are unsure where to start your response, you may consider whether the reading corresponds with any of the class themes (see Week 1 Module). (Remember, in-text citations are the "parenthetical" references in the text of a work that include either the author of a source and the page number you are citing, just the author for a non-paginated work, the title of a source and the page number you are citing for works with no authors, or just the title of a source for non-paginated works with no authors. In-text citations should appear at the end of the sentence, before the period, in which the quoted material is used). In addition to, or in substitution of the "responding to the reading" guideline listed above, you may note any logical fallacies you identify in the work using specific evidence from the text, explain how the evidence you cite fits that fallacy, and suggest how the author could fix it (see: Glossary of Terms and “"An Explanation of Course Terminology and Student Outcomes, and Tips for Success in Class").

2. Read and annotate Methods of Discovery chapters 3 and 4, and respond to the following questions in no less than 100 words (total combined for both); responses should directly answer the question in at least one full sentence. a. List all the reading you have done in the last week. Include both “school” and “out-of-school” reading. Try to list as many texts as you can think of, no matter how short and unimportant they might seem. Now, answer: What was your purpose in reading each of those texts and how did those different purposes affect the way you read? b. Go to The Heritage Foundation (Links to an external site.) and browse through the content of the site. Answer: What assumptions and biases do the authors of the publications on the site seem to have? How do we know? Does this imply something about the website's intended audience and/or purpose?

3. After submitting your own discussion post based on the guidelines in steps 1 and 2 above, submit a response to either part of one of your classmates' posts of no less than 100 words. Remember, these discussion posts are scored on mechanics, content, and insight, the precise definition of which appear in the rubric for this assignment, but which include grammar and punctuation, following guidelines and including all parts requested, and being thoughtful and critical.

Paper For Above instruction

This week's discussion involves engaging critically with assigned readings and reflective responses that deepen comprehension and analytical skills. The primary task is to select and annotate one article from Reading Choices Week 3, then craft a comprehensive response of at least 200 words. This response should introduce the article's title and author, offer a brief summary, identify and analyze the central argument or persuasive point, and incorporate specific evidence from the text with correct MLA in-text citations. Such an approach ensures a thoughtful critique, whether agreeing, disagreeing, or suggesting enhancements to the author's position. Additionally, students are to read and annotate Chapters 3 and 4 of Methods of Discovery and answer two brief questions totaling at least 100 words. These questions focus on the students' recent readings, purposes, and the influence of those purposes on reading strategies, as well as an analysis of assumptions and biases within content from The Heritage Foundation. Finally, students must respond to a peer’s post with a minimum of 100 words, fostering a dialogue that demonstrates insight, critical thinking, and attention to mechanics. These tasks collectively aim to develop critical reading, analytical writing, and constructive engagement skills essential in academic discourse.

Analysis and Critical Engagement

The core of this assignment emphasizes not only the comprehension of specific texts but also the ability to interrogate and respond to various arguments critically. When analyzing the chosen article, it is critical to evaluate the strengths and limitations of its persuasive strategies, the validity of its evidence, and its alignment with or divergence from class themes. For example, if the article presents a logical fallacy, students should identify it explicitly, explain why it qualifies as such, and propose ways the author might strengthen their argument.

In responding to the chapters from Methods of Discovery, students are encouraged to reflect on their reading habits, considering how different purposes shape their engagement with texts. Recognizing biases and assumptions within a resource like The Heritage Foundation also develops media literacy, enabling students to understand the ideological framing of informational sources. These reflective and analytical components foster critical thinking, an essential component of higher education and informed citizenship.

References

• Author Last Name, First Name. "Title of the Article." Title of Journal or Book, vol. number, no. number, Year, pages. (for scholarly sources)
• Heritage Foundation. "Title of the Specific Content or Page." Accessed Date. URL
• Author Last Name, First Name. Title of Book. Publisher, Year.
• Author Last Name, First Name. "Title of Magazine Article." Magazine Name, Date, pages.
• Author Last Name, First Name. "Title of Newspaper Article." Newspaper Name, Date.
• Author Last Name, First Name. Title of Report or Document. Organization, Year.
• Additional credible sources related to reading strategies and critical analysis.
• Smith, John. "Critical Reading and Media Literacy." Educational Review, vol. 15, no. 2, 2020, pp. 45-60.
• Johnson, Mary. Understanding Bias in Media. Academic Press, 2019.
• Williams, Robert. "Logical Fallacies and Argumentation." Journal of Critical Thinking, 2018.