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Essays on critical thinking skills
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Barry Alford, the author of Freirean Voices, Student Choices is an English professor at Mid Michigan Community College. In this specific piece of writing, he states that “particularly when they find themselves following some formula organizing the topic instead of the trail of their own thinking” (P. 280). Meaning that students just do exactly what they are told to do instead of venturing out and making it their own writing. Alford talks about how students need to have more in depth and creative forms of writing rather than being boring. A major thing he believes is that students need to hear themselves and their other classmates before they start writing.
Critical Thinking Answer The two recognition and reward programs that I would like to participate are Employee attendance and employee empowerment. Based on an employee attendance reward, it makes the company feels s/he cares about his or her job. Also it helps the employee protect his or her job. However, the employee empowerment makes the employee feels s/he has been trusted by the organization.
Spearman provides the student learning outcomes which state that students will learn various strategies of reading and writing that connects sources to their ideas to various topics. Some of the lessons she will be teaching includes synthesizing sources, demonstrating appropriate tone and structure of a paper, in addition to using rhetorical devices to analyze texts. In the middle of explaining what the students will learn from her class, Ms. Spearman makes sure that her students know a grade of a C at the least is needed to earn credit and to pass the course and later explains what is needed to pass her
Summary In chapter three “In the defense of a Liberal Education” author Fareed Zakaria opens up what he believes to be “central virtue of liberal education”(72). He writes that it teaches one how to think critically and clearly. He explains that thinking is the stronger advantage one could have in writing well. Before writing it helps first people to think in a critical sense so work should be using simple language in a well comprehendible way.
When registering for this class, a wave of worry ran through me, because I had minimal skill when it came to writing, particularly in the field of formal writing. The high school I attended was academically poor, we never wrote formal papers, just informal book and movie responses. Therefore I was apprehensive about this class. This course was quite intricate, but I attend skills that will aid me for the rest of my academic career. Rhetorical knowledge, critical inquiry, process, and conventions are all concepts I have acquired.
The piece of writing which I felt was unsuccessful for me was the Rhetorical Analysis of an article relating to a topic from our course book The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander. This piece of writing was difficult for me to organize my ideas around. The article that I decided to use for my rhetorical analysis highlighted mass incarceration among African American and the effect of civil liberties being are taken away from these individuals. I had a lot of repetition because many of the examples I used demonstrated more than one type of appeal. I found myself repeating what the purpose of the example was and how it demonstrated proper use of ethos, pathos, and logos.
The first section of your syllabus entitled “What We’re Doing in This Course, and Why” intrigued me. Specifically, due to its mention of the concept of rhetorical thinking being used to figure out what to say and how to say it. To me, this section encompasses all disciplines who tend to use different words to describe how you present an argument both in a correct and incorrect manner (framing, bias, logical fallacies ect.). I’m interested to see how different disciplines utilize this skill from simply being as bland and logical as possible such as in a scientific paper, or to making an effort to persuade an audience in a speech such as in a debate.
Malcolm opens up by linking his struggle in writing simple letters. ‘’I became increasingly frustrated, at not being able to express, what I wanted to convey’’ He describes his concern of not being able to articulate efficiently and introduces his point; lack of knowledge. He takes it as a challenge that he wants to overcome. In my opinion, I observe that this is reliable fact because I also do not have an extended vocabulary which makes me struggle whenever I write essays.
The line of questioning I chose for the client consist of being simple, it has a purpose, and it will influence but not control. The client I chose was indecisive, he is unable to commit or make a change in his life. The strategy used was open and closed questioning. The open question presented to the client was “how do you feel about that? The client expressed his desire to make a change, but wasn’t sure of his wife reaction.
Her article focuses on helping the audience improve their writing and making them more comfortable with the idea of a real writing process. I think this concept was helpful to me because it made me look at writer’s block from a different perspective. She makes the reader believe that ‘perfect writers’ do not exist due to the fact that all good writers work hard in order to achieve what writing piece they are looking for. In the article, “What Is Academic Writing,” L. Lennie Irvin discusses the importance of understanding the material the audience is reading in order to write or reflect upon it. I think this is a good point because in my opinion, people need to understand what they are reading in order to use the main points in their future writing.
1) Are any of the questions you are focused on in your life deep questions? Yes, the questions are very deep. 2) To what extent are you questioning you purpose and goals? It is to the point to where I feel like I am felling at achieving them.
Throughout my education, writing strategies persisted to be a challenge for me. I dreaded writing because I could never find ways to transition my thoughts from my mind to the paper. Ironically, a class that petrified me due to the amount of required writing ended up helping me in numerous ways. English 1301 and my professor prepared me for college and real life by giving me a foundation of effective learning strategies.
After taking a week-long break from concentrating on my paper, reflecting on it revealed different aspects of my argument. First, one strength of my paper is my perspective. Although I am biased in assuming that the core requirements are beneficial, I support this claim with evidence. I do this through my credibility statement, "During the beginning of my freshman year, the abundance of core annoyed me; however, learning the intentions behind the stipulations led me to acceptance and understanding." Also, I try to relay to the audience Calvin 's reasoning behind the requirements.
As I was reading Melissa Duffy’s “Inspiration, and Craig Vetter’s “Bonehead Writing,” I found myself connecting with Vetter’s paper more than Duffy’s. I found that the presentation in “Bonehead Writing” to capture my attention, and that Vetter’s feelings about writing was similar to my opinion on writing. Through his wording and humor, I think Craig Vetter wrote the best essay. I find that the wording and presentation of an article or essay influences my opinion of the writer, and it affects how I receive the idea they are trying to present to me. Craig Vetter uses a blunt approach to convey his idea that writing is nearly impossible to teach, and describes writing as “A blood sport, a walk in the garden of agony every time out.”
Part of my literacy experience was about learning an important lesson in a book and how each page carries a story that’s brought to life. At the time, I didn’t learn about learning critical literacy until I was in my English 91 class. In my English 91 class, I was taught how to use critical thinking in my papers. I imagine how much literacy has been involve in my life from childhood till college. The books I’ve read in my childhood is how I ‘ve taught how to write.