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<div id="main-column" class="span9"> <article id="vocabulary-of-methodical-thought-2" style="margin-top: 16px;">
<h1 class="section-title">Vocabulary of methodical thought 2</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 2</span></li></ul>
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<p>The two diagrams on this page include important Transferable Academic Language, dealing with, firstly, the ingredients of a good argument, and secondly, the sequence of development of ideas.</p>
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<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>
<hr class="hidden">
<h2>The ingredients of argument</h2>
<p>This diagram shows the primary ingredients of a well-constructed argument. The box on the left contains vital <em><strong>techniques</strong></em> of argument; the thought bubble contains types of factual <em><strong>material</strong></em> that give solidity to an argument; and the speech bubble contains different techniques of <em><strong>support</strong></em> for an argument.</p>
<hr class="hidden">
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/primary-arg.full.jpg" style="width: 684px; height: 270px;"></p>
<p>.</p>
<p>.</p>
<p>.</p>
<p>.</p>
<h2><span style="color:#B22222;"><em><strong><span style="font-family: comic sans ms,cursive;">Screencast : the diagram explained</span></strong></em></span></h2>
<div><iframe allowfullscreen="true" frameborder="0" height="378" scrolling="no" src="//screencast-o-matic.com/embed?sc=cD1uDDiOHI&w=870&v=4" width="870"></iframe></div>
<p>.</p>
<p>.</p>
<p>.</p>
<p>.</p>
<h3><em><strong><span style="font-family:comic sans ms,cursive;"><span style="color:#B22222;">Using the screencast</span></span></strong></em></h3>
<p>You can of course just play through the screencast, and ask students to take their own notes, followed by a discussion to clarify any issues. This will work perfectly well with more able groups. With weaker groups you may wish to use the handouts below:</p>
<p><span style="color:#000080;"><strong>Argument cloze notes</strong></span> ... covers the first main section of the screencast, from 0'30" to 4'43". It provides</p>
<p><span style="color:#000080;"><strong>Argument cloze</strong></span> ... focuses on the last section of the screencast, from 4'44" onwards. It provides the verbatim text, with cloze gaps - you'll see that the gapped words have been selected in order to help to expand students' range of sophisticated vocabulary.</p>
<p>And just to make life a bit easier for you, here are the words for the cloze gaps, in the order in which they appear in the text:</p>
<p style="margin-left: 40px;">support relevant assumption representative propaganda invented literal concepts transferable</p>
<div class="dottedBox">
<h4>Handouts</h4>
<p><a href="/media/ib/englishb/files/argument-cloze-notes.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/materials/exercise-24.png" style="vertical-align: middle"> Argument cloze notes </a></p>
<p><a href="/media/ib/englishb/files/argument-cloze.pdf" target="_blank" title="Worksheets"><img class="ico" src="../../../img/materials/exercise-24.png" style="vertical-align: middle"> Argument cloze </a></p>
</div>
<p>.</p>
<p>.</p>
<h2>The development of ideas</h2>
<p>.</p>
<p>The two arrows represent two different procedures in developing ideas - essentially, <strong>explanation</strong> of what <em>does</em> exist, and <strong>proposal</strong> of what <em>could </em>exist. The larger arrow indicates how an idea may be developed from something vague to something solid and convincing. The smaller arrow, similarly, shows how one can develop a vague idea about the future into something firm and clear.</p>
<p>.</p>
<p style="text-align: center;"><img alt="" class="noborder" src="../../../ib/englishb/images/primary-idea.jpg" style="width: 694px; height: 228px;"></p>
<p>.</p>
<p>.</p>
<p>.</p>
<div class="tib-quiz" data-quiz-id="197" data-structure="6d637a4a51615a4c42544931526d787a324e6c683237644e556e7442483264592b4f43354b3542764a525456562f74435479436c67595452497673445731534b3870752f624f54594f6b6173506a53595745496d5156343464794a306a6633756b356c74534e666642326e6865694f624771614f6245754e45545641496d614f4470694d4948674c49546b6a4870615850375155796c707333505761544b676d547a4d6f42465a2b4a716f3d" data-score-answers="6d4a526a457a48584f763758344a7649472f76324c53614b78524c393439595570496d5a5971374b38686f3d"><div class="exercise">
<div class="q-question">
<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">hypothesis</span> <span class="q-text-draggable draggable" draggable="true"> proof</span> <span class="q-text-draggable draggable" draggable="true">interpretation</span> <span class="q-text-draggable draggable" draggable="true"> conclusion</span> <span class="q-text-draggable draggable" draggable="true"> theory </span> <span class="q-text-draggable draggable" draggable="true">belief</span> <span class="q-text-draggable draggable" draggable="true">concept</span> </p>
</div>
<div class="q-answer">
<p>There are many types of idea. If we simply accept an idea, because we like it and without testing it, it should properly be called a <input type="text" style="height: auto;"> <span class="review"></span> . If, on the other hand, we check the idea idea against logic and evidence, that idea is likely to pass through several forms. You may, to start with, have a personal <input type="text" style="height: auto;"> <span class="review"></span> of the idea - you may see the basic <input type="text" style="height: auto;"> <span class="review"></span> from your own point of view. Thinking the idea through in more detail may lead you to form a <input type="text" style="height: auto;"> <span class="review"></span> , which you hope will help you to propose a more general <input type="text" style="height: auto;"> <span class="review"></span> about the world. You would, of course, have to test your great idea in order to find <input type="text" style="height: auto;"> <span class="review"></span> which supported it ... and if you do indeed find evidence to support it, you can come to the <input type="text" style="height: auto;"> <span class="review"></span> that your idea is right and convincing.</p>
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<p>.</p>
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controlExamInCombinedTask();
gradeQuiz.button.remove();
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*/
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function(stdAnswers) {
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quiz: quiz,
dataStructure: dataStructure,
scoreAnswers: scoreAnswers,
stdAnswers: stdAnswers,
checkTotal: true,
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$('#return-my-tasks-q').show();
$("html, body").animate({ scrollTop: $('#task-completed-badge').position().top });
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);
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e.preventDefault();
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var taskID = $('.check-total').attr('data-task-id');
$('#task-ID').val(taskID);
}
if (typeof scoreAnswers == 'undefined') {
scoreAnswers = null;
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button: button,
quiz: quiz,
dataStructure: dataStructure,
scoreAnswers: scoreAnswers,
checkTotal: false,
nQuestion: nQuestion,
exercise: exercise,
notRequired: false,
};
body.css('cursor', 'wait');
quiz.find('.exercise').each(function(){
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return;
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gradeQuiz['nQuestion'] = nQuestion;
a7a98242f34922649(gradeQuiz);
body.css('cursor', 'default');
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nQuestion++;
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