# Chapter Notes: Critical Thinking

This document provides a comprehensive analysis of the key concepts, vocabulary, and grammatical principles presented in the chapter "Critical Thinking," with a focus on the excerpt from R.J. Palacio's "Wonder."

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## Working with Words

### A. Vocabulary Definitions

* **Shuffle**: Walking by dragging one's feet along or without lifting them fully from the ground.
* **Doodle**: To draw pictures or patterns while thinking about something else.
* **Plaque**: A piece of flat metal or other material, inscribed with writing, used as a monument or marker.
* **Precepts**: General rules intended to regulate behavior or thought.
* **Sneaky**: To move or go in a furtive or stealthy manner.

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### B. Definitions of Thinking Skills

* **Convergent Thinking**: This is a logical and systematic thought process that focuses on finding a single, well-established, and correct answer to a problem. It is the type of thinking used to solve standard tests and puzzles where one specific solution exists.
* **Divergent Thinking**: This is a creative and exploratory thought process used to generate a multitude of ideas or solutions to a problem. It involves brainstorming and making unexpected connections, valuing quantity and variety of ideas over a single correct answer.
* **Critical Thinking**: This is the objective analysis and evaluation of an issue or information in order to form a rational judgment. It involves skepticism, logical reasoning, and the ability to identify biases and assess evidence.
* **Creative Thinking**: This is the ability to conceive of something original or unusual. It involves looking at problems or situations from a fresh perspective and generating innovative solutions or ideas.

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## Comprehension

### Answer the Following Questions

**a. Who was Jack? How did he make children laugh?**
Jack was a popular and well-liked student with many friends. He often made other children laugh by telling jokes and having a playful sense of humor.

**b. Why are “Sharks” important to Reid?**
"Sharks" are important to Reid because he understands their ecological role: they help keep the ocean clean by preying on dead or dying organisms, thus maintaining the health of the marine ecosystem.

**c. What does Mr. Browne think about the most important thing?**
Mr. Browne believes the most important thing is to understand "who we are." This refers to knowing and developing one's character, as he believes our deeds and choices are the "monuments" that define us.

**d. What is it that has not been noticed by the student?**
The student narrator has not previously noticed the plaque above the school's front door which bears the precept, "Know Thyself."

**e. How did Jack make fun of the English class?**
When the teacher, Mr. Browne, asked the rhetorical question, "Why are you here?", Jack made fun of the situation by giving a deadpan, literal answer: "To learn English."

**f. What were the students going to do at the end of the month?**
At the end of the month, the students were required to write an essay about one of Mr. Browne's precepts and their personal interpretation of it.

**g. What particular act of students surprised a girl student?**
A girl student was surprised to learn about the long-standing tradition where former students continue to mail their own personal precepts to Mr. Browne on postcards, even long after they have graduated.

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## Critical Thinking

### a. Have you made your own precept after you read this lesson?

Yes, this lesson inspires one to reflect on the guiding principles for one's life. A precept I find meaningful is: **"Be the person you needed when you were younger."**

This precept serves as a constant reminder to act with empathy, kindness, and integrity. It encourages me to offer the support, guidance, and understanding to others that I might have found valuable during my own challenging times. It's a call to be a positive force in the world by actively providing the encouragement and compassion that can help someone else on their journey. It transforms past difficulties into a motivation for future kindness.

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### b. "If there was one life skill everyone on the planet needed, it was the ability to think with critical objectivity." Justify this statement.

Josh Lanyon's statement is a powerful assertion that I believe is entirely justifiable. Critical objectivity—the ability to analyze information based on evidence while setting aside personal biases, emotions, and preconceived notions—is arguably the most essential skill for navigating the complexities of the modern world.

In an age of constant information overload and widespread misinformation, critical objectivity is our primary defense against manipulation. It allows us to distinguish credible sources from propaganda, to evaluate political promises rationally, and to make informed decisions about our health, finances, and civic duties. Without this skill, we are susceptible to being swayed by emotional appeals and deceptive rhetoric, which can have dire consequences for both individuals and society.

Furthermore, critical objectivity is the bedrock of problem-solving and innovation. It enables scientists, engineers, and leaders to assess situations accurately, identify the true root of a problem, and develop effective solutions. On a personal level, it allows us to reflect honestly on our own mistakes and learn from them. It is the skill that fosters intellectual humility, promotes fair-mindedness, and ultimately empowers us to build a more rational and just world.

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## Writing

### Write an email to your friend explaining an interesting class you had.

**From**: binodkumar12@gmail.com
**To**: shristi2011@gmail.com
**Subject**: You won't believe my English class today!

Dear Shristi,

I hope you're doing well.

I had to write and tell you about my English class today—it was so interesting! Our teacher, Mr. Sharma, has this tradition where he gives us a "precept" or a rule about life each month. This month, it's "Your deeds are your monuments."

At first, I thought it was just another boring quote, but the discussion we had was amazing. We talked about how the things we do—both big and small—are what people remember us for, not what we own or what we look like. It made me think a lot about what kind of "monuments" I'm building with my own actions every day.

It wasn't a typical grammar or literature lecture; it was a real conversation about life and character. It’s definitely my favorite class this year. It makes me think differently about things.

Anyway, just wanted to share. Let's catch up soon!

Best,
Binod

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## Grammar: Question Tags

### Rewrite the following sentences adding an appropriate question tag.

a. Gill does not know Ann, **does he?**
b. I’m very patient, **aren't I?**
c. They’d never met me before, **had they?**
d. Listen carefully, **will you?**
e. Let’s have a break, **shall we?**
f. Let us invite them, **will you?**
g. Hari used to live in France as a boy, **didn't he?**
h. You’d better not take a hard drink, **had you?**
i. Sheep eat grass, **don't they?**
j. Mr. Pande can speak nine languages, **can't he?**
k. She’s finished her classes, **hasn't she?**
l. She barely managed to reach the goal, **did she?**
m. Don’t let him swim in that pond, **will you?**
n. There are lots of people here, **aren't there?**

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### Read the following situations. What do you say in these situations? Use question tags.

a. The sky is full of clouds. You can see lightning and hear thunder.
   * **It’s going to rain soon, isn't it?**
b. You want to pay the taxi fare but you are short by 100 rupees. (To a friend)
   * **You can lend me Rs. 100, can't you?**
c. You have met a stranger at a party and you want to have a chat with him/her.
   * **It's a great party, isn't it?**
d. You came out of the film hall with your friend. You enjoyed the film.
   * **The film was very enjoyable, wasn't it?**
e. You and your friend listened to a comedian on the stage and felt spellbound by his/her performance.
   * **He gave an excellent performance, didn't he?**
f. You think your friend’s father has arrived from the US but you are not sure.
   * **Your father has arrived from the US, hasn't he?**
g. You think Susan will join the new job tomorrow but you are not sure.
   * **Susan will join the new job tomorrow, won't she?**
h. Your friend’s hair looks too short.
   * **Your hair is very short, isn't it?**
i. You want to go for a picnic with your friends in class.
   * **Let’s go for a picnic, shall we?**
j. You want permission from your father to go for a walk.
   * **Let me go for an evening walk, will you?**