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38 Thinking Clearly

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271
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Thinking Clearly Opening Page

Start-Up Activity

List two or three statements that include unclear thinking and one example that includes clear thinking on your whiteboard. Here are some ideas: 

  • Drinking soda can cause all different kinds of diseases, so you shouldn't drink it. (Unclear because it jumps to a conclusion)
  • It’s clear that the new sports policy is a good idea because a majority of the people at the meeting voted for it. (Unclear because it is based on the idea that if most people believe something, it must be true)
  • The new morning bus schedule is contributing to an increase in tardiness at school. (Clear thinking because it can be supported with facts)

Ask for volunteers to distinguish the statement of clear thinking from those that include unclear or “fuzzy” thinking. Encourage responders to explain their choices. Then explain that this chapter will show how to avoid unclear thinking while writing. 

Think About It

“Clear thinking becomes clear writing; one can't exist without the other.” 

—William Zinsser

Select your writing standard type:

Page 272 from All Write

Making Good Decisions

Review the process that students can follow when they need to make a tough decision:

  1. Write down what you have to decide.
  2. Write down your choices.
  3. Find the answers to your questions.
  4. Make your decision.

Ask students to consider an upcoming decision they need to make. In a notebook or journal, have them complete the process outlined on page 272. 

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Page 273 from All Write

Using Facts and Opinions

Help students distinguish facts and opinions by reviewing the examples on page 273. For extra instruction, provide more examples. Then have students write their own examples of facts and opinions. When they finish, have them exchange their work with a partner. Partners should then attempt to distinguish the facts from opinions. 

Select your writing standard type:

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Page 274 from All Write

Avoiding Unclear Thinking

The next two pages share ways students can avoid unclear thinking in their writing. Discuss the importance of thinking clearly, writing clearly, and sticking to the facts. Bending the truth or intentionally misleading readers is never a good idea.

Review the examples of unclear thinking on page 274. Ask students if they have ever encountered similar statements. Provide additional examples if necessary. (Political and product advertisements often contain such fuzzy thinking.)

Select your writing standard type:

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Page 275 from All Write

Avoiding Unclear Thinking (Continued)

Review the remaining examples of unclear thinking. Then have students complete this activity:

Reread the six “Don’t” statements on pages 274–275. Then rewrite each of the fuzzy examples so that they are clear. Compare your examples with the examples written by your classmates.

Select your writing standard type:

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Page 276 from All Write

Solving Problems

Closely review with students the six steps in the problem-solving process on page 276. After reviewing the process, have students brainstorm solutions to the problem introduced in the following scenario. (They can complete the activity individually or in small groups.)

Imagine that you are in the center of a hedge maze. Your problem is that you don’t know the way out. Use the steps to solving a problem, beginning by naming the problem. How will you find your way out? Will you just wander until you stumble upon the exit, or will you use some more systematic method? How many ways can you think of to solve the problem of the maze?

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