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<div id="main-column" class="span9"> <article id="vocabulary-of-methodical-thought-1" style="margin-top: 16px;">
<h1 class="section-title">Vocabulary of methodical thought 1</h1>
<ul class="breadcrumb"><li><a title="Home" href="../../../index.html"><i class="fa fa-home"></i></a><span class="divider">/</span></li><li><span class="gray">Language System</span><span class="divider">/</span></li><li><span class="gray">Language of Instruction</span><span class="divider">/</span></li><li><span class="gray">Ideas, nouns & verbs</span><span class="divider">/</span></li><li><span class="active">Vocabulary of methodical thought 1</span></li></ul>
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<p>This page proposes a basic list of words which should form a student's fundamental grasp of how to think methodically in a disciplined academic way. The words themselves should be part of any educated vocabulary - as part of Transferable Academic Vocabulary - but learning the words should also help students to grasp the concepts they represent.</p>
<p>Most Diploma students should know many of these words already - if they are studying the Diploma in English, of course. However, they will most probably think they know what the words mean, but may never have reflected on them so as to know<em> exactly </em>what they mean, and how they relate to each other.</p>
<p>In the diagrams below, the words have been presented in groups which indicate how they are variously related to steps or stages in the process of thinking ideas through carefully and in detail. You should discuss these groupings so that students get hold of the underlying point of the layout and design - which is intended to reflect the process of methodical thought. In short, expanding the students' vocabulary should necessarily involve expanding their intellectual understanding of the concepts expressed.</p>
<p>** See also <a href="http://www.thinkib.net/englishb/page/21101/vocabulary-of-methodical-thought-2" title="Language System » Language of Instruction » Ideas, nouns & verbs » Vocabulary of methodical thought 2">Vocabulary of methodical thought 2</a> for further, more sophisticated development of related concepts and vocabulary.</p>
<p>.</p>
<div class="pinkBg">
<h3>qBank resources</h3>
<p><span style="color:#B22222;"><strong>Vocabulary of methodical thought</strong></span> ... words used to identify major types of ideas ... both as nouns and as verbs, expressing thinking processes</p>
</div>
<p>.</p>
<h2>Thinking with purpose</h2>
<p>The beginning of methodical thinking is to decide what you're going to think <em><strong>about</strong></em>. This does not just mean choosing the general subject or area of knowledge, but also <em><strong>why</strong></em> you're thinking about it - what you want to get out of it, or achieve.</p>
<p>.</p>
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/primary-point.jpg" style="width: 678px; height: 222px;"></p>
<p>.</p>
<p>.</p>
<p>.</p>
<h2>Starting-points and end-points</h2>
<p>In thinking effectively, it is very helpful to have a clear idea of where you are starting <em><strong>from</strong></em>, and where you are going <em><strong>to</strong></em>. The words below cover similar to the Purpose/Point group above, but are rather more detailed and precise. </p>
<p>.</p>
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/primary-approach.jpg" style="width: 618px; height: 240px;"></p>
<p>.</p>
<p>.</p>
<p>.</p>
<h2>The mainstream</h2>
<p>This group of words proposes three major procedures of methodical thinking: description, explanation and argument. Related to these there are (i) words describing <em><strong>input</strong></em> [in the box to the left]; and (ii) words describing <em><strong>output</strong></em>, or results [in the thought bubbles towards the right].</p>
<p><em>(Having discussed the meaning of this diagram, try the cloze test below, to see how the words may be used in context.)</em></p>
<p>.</p>
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/primary-analysis.jpg" style="width: 726px; height: 274px;"></p>
<p>.</p>
<p>.</p>
<p>.</p>
<div class="tib-quiz" data-quiz-id="198" data-structure="6d637a4a51615a4c42544931526d787a324e6c683237644e556e7442483264592b4f43354b3542764a52526773485933686853724a53796a5369576e6e56346c4a354d4d7169556665683734777859444145593566714845523338703174395768795856304d69757544704e574e76424c2b4675755268684543695a586357613268506f4e44415049775648506c684a746b46715a673d3d" data-score-answers="6d4a526a457a48584f763758344a7649472f76324c53614b78524c393439595570496d5a5971374b38686f3d"><div class="exercise">
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<p><em>Fill the gaps in the text by choosing the appropriate word for each one, and then dragging it into place.</em></p>
<p style="text-align: center;"><span class="q-text-draggable draggable" draggable="true">context</span> <span class="q-text-draggable draggable" draggable="true">information</span> <span class="q-text-draggable draggable" draggable="true">background</span> <span class="q-text-draggable draggable" draggable="true">knowledge</span> <span class="q-text-draggable draggable" draggable="true">circumstances</span> <span class="q-text-draggable draggable" draggable="true"> basis</span> </p>
</div>
<div class="q-answer">
<p>If we want to have a good <input type="text" style="height: auto;"> <span class="review"></span> , or foundation, for description or explanation or argument, we need to make sure that we have enough general <input type="text" style="height: auto;"> <span class="review"></span> of what we are writing about. This not only involves detailed <input type="text" style="height: auto;"> <span class="review"></span> directly about the subject, but also a sound grasp of the <input type="text" style="height: auto;"> <span class="review"></span> of the topic area. This latter may mean that we should think about both the real-world <input type="text" style="height: auto;"> <span class="review"></span> in which our subject exists, and also the intellectual <input type="text" style="height: auto;"> <span class="review"></span> which may influence how we think about it.</p>
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