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CRW6 Imitation Game Text Dependent Questions

The document outlines a series of text-dependent questions related to Turing's views on machine intelligence, encouraging both individual and group responses. It emphasizes critical thinking by asking students to analyze Turing's rhetorical strategies and the implications of his arguments. Additionally, it prompts students to formulate their own questions to deepen their understanding of the text.

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Jorge Rodriguez
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6 views7 pages

CRW6 Imitation Game Text Dependent Questions

The document outlines a series of text-dependent questions related to Turing's views on machine intelligence, encouraging both individual and group responses. It emphasizes critical thinking by asking students to analyze Turing's rhetorical strategies and the implications of his arguments. Additionally, it prompts students to formulate their own questions to deepen their understanding of the text.

Uploaded by

Jorge Rodriguez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Third Reading: Text-Dependent Questions

Name: Period: Date:

Individual Task 1: respond individually to the question.


1. What is the purpose of the first paragraph? How does Turing use rhetoric to validate his point of
view about the question “Can machines think?”

Group Task 2: After you respond to the question, discuss your response with your group and
create a group response using everyone’s answers.

Individual Check Your Understanding 2


Questioning the Text: Using the text-based questions as a model, ask questions about the text. Begin your
questions with “why” or “how.” You may not know the answer to the question now, but the answer might be
important to understanding the meaning of the passage. Write at least two questions of the text.
Name: Period: Date:
Third Reading: Text-Dependent Questions

Individual Task 1: respond individually to the question.


2. Turing uses the word strategy multiple times throughout the passage in relation to the players of the
game. How does the use of this specific word reflect Turing’s intended impact on readers?

Group Task 2: After you respond to the question, discuss your response with your group and
create a group response using everyone’s answers.

Individual Check Your Understanding 2


Questioning the Text: Using the text-based questions as a model, ask questions about the text. Begin your
questions with “why” or “how.” You may not know the answer to the question now, but the answer might be
important to understanding the meaning of the passage. Write at least two questions of the text.
Name: Period: Date:
Third Reading: Text-Dependent Questions

Individual Task 1: respond individually to the question.


3. How does the information presented in paragraph 7 further develop the ideas already introduced in
the text?

Group Task 2: After you respond to the question, discuss your response with your group and
create a group response using everyone’s answers.

Individual Check Your Understanding 2


Questioning the Text: Using the text-based questions as a model, ask questions about the text. Begin your
questions with “why” or “how.” You may not know the answer to the question now, but the answer might be
important to understanding the meaning of the passage. Write at least two questions of the text.
Name: Period: Date:
Third Reading: Text-Dependent Questions

Individual Task 1: respond individually to the question.


4. In paragraph 8, Turing says, “We do not wish to penalise the machine for its inability to shine in
beauty competitions, nor to penalise a man for losing in a race against an aeroplane.” How does this
sentence represent Turing’s wishes for the game?

Group Task 2: After you respond to the question, discuss your response with your group and
create a group response using everyone’s answers.

Individual Check Your Understanding 2


Questioning the Text: Using the text-based questions as a model, ask questions about the text. Begin your
questions with “why” or “how.” You may not know the answer to the question now, but the answer might be
important to understanding the meaning of the passage. Write at least two questions of the text.
Name: Period: Date:
Third Reading: Text-Dependent Questions

Individual Task 1: respond individually to the question.


5. How does Turing address potential critics to his claims that the imitation game is a better alternative
to asking “Can machines think?”

Group Task 2: After you respond to the question, discuss your response with your group and
create a group response using everyone’s answers.

Individual Check Your Understanding 2


Questioning the Text: Using the text-based questions as a model, ask questions about the text. Begin your
questions with “why” or “how.” You may not know the answer to the question now, but the answer might be
important to understanding the meaning of the passage. Write at least two questions of the text.

Third Reading: Text-Dependent Questions


Name: Period: Date:

Individual Task 1: respond individually to the question.


6. Why do you think Turing (the author) reframed the question (changed the way the question is
asked) in paragraph 5, “Can machines think?” into “What will happen when a machine takes the
part of A in this game?” How does changing the question help the reader understand what he
means?

Group Task 2: After you respond to the question, discuss your response with your group and
create a group response using everyone’s answers.

Individual Check Your Understanding 2


Questioning the Text: Using the text-based questions as a model, ask questions about the text. Begin your
questions with “why” or “how.” You may not know the answer to the question now, but the answer might be
important to understanding the meaning of the passage. Write at least two questions of the text.

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