MARC details
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
090409s2006 maua b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2005920177 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9780618527830 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
0618527834 (pbk.) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(Sirsi) u1353 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
EG-CaNU |
| Transcribing agency |
EG-CaNU |
| Modifying agency |
EG-CaNU |
| 042 ## - AUTHENTICATION CODE |
|---|
| Authentication code |
ncode |
| 082 00 - DEWEY DECIMAL CLASSIFICATION NUMBER |
|---|
| Classification number |
153.42 |
| Edition number |
22 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Ruggiero, Vincent Ryan. |
| 9 (RLIN) |
1358 |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Becoming a critical thinker / |
| Statement of responsibility, etc. |
Vincent Ryan Ruggiero. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
5th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston : |
| Name of publisher, distributor, etc. |
Houghton Mifflin, |
| Date of publication, distribution, etc. |
c2006. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxi, 209 p. : |
| Other physical details |
ill. ; |
| Dimensions |
23 cm. |
| 490 0# - SERIES STATEMENT |
|---|
| Series statement |
Master student |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references (p. [203]-205) and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Strategies for Effective Learning -- Planning your days -- Dealing with frustrations Handling unpleasant or complex tasks -- Take charge of your mind -- Studying efficiently Understanding -- what you read Keeping a journal Building good habits -- Fundamentals of Thinking What is intelligence? -- What is thinking? -- Key principles of thinking Identifying facts and opinions Checking facts and testing -- opinions Evaluating evidence Dare to change your mind -- A comprehensive thinking strategy -- Persuasive Communication What is persuasion? -- How is persuasion achieved? -- Strategy for persuasive writing Overcoming errors in grammar Overcoming -- errors in usage Strategy for persuasive speaking Strategy for group discussion -- Becoming an Individual What is individuality? Understanding attitudes Four empowering attitudes Recognizing manipulation Resisting manipulation Habits for individuality -- Evaluating Arguments What is an argument? Conducting library research Conducting Internet research Conducting an interview Avoiding plagiarism Revisiting evidence Evaluating complex arguments A caution about bias -- Recognizing Errors in Thinking Three kinds of errors -- Errors of perception Errors of judgment Errors can multiply -- Applying Your Thinking Skills Thinking critically about everyday problems Thinking critically about relationships Thinking critically about careers Thinking critically about ethical judgments Thinking critically about commercials Thinking critically about print advertising Thinking critically about the Interne -- t Thinking critically about television programming -- Thinking critically about movies Thinking critically about music Thinking critically about magazines Thinking critically about newspapers |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc. |
Success depends on the ability to think critically. Training and practice turn this ability into a powerful skill. Becoming a Critical Thinker gives students the opportunity to develop this skill in a classroom environment while stressing its application to daily life. Students learn to solve everyday problems, maintain successful relationships, make career choices, and interpret the messages of advertising in a variety of media. Exercises throughout the text encourage them to practice what they read and to apply it to their own lives. Becoming a Critical Thinker breaks up critical thinking into a series of cumulative activities, a unique approach that has made this text a staple of many critical thinking courses |
| 596 ## - |
|---|
| -- |
1 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Thought and thinking |
| Form subdivision |
Problems, exercises, etc. |
| 9 (RLIN) |
1359 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Critical thinking |
| Form subdivision |
Problems, exercises, etc. |
| 9 (RLIN) |
1360 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Creative thinking |
| Form subdivision |
Problems, exercises, etc. |
| 9 (RLIN) |
1073 |