Developing critical thinking in academic writing through a metaphor elicitation technique

2015 ◽  
pp. 213-237 ◽  
Author(s):  
Wan Wan
Keyword(s):  
Critical Thinking ◽  
Academic Writing

scholarly journals Critical Thinking and Debiasing: Experimentation in an Academic Writing Course

2020 ◽  
Vol 2019 (1) ◽  
pp. 443
Author(s):  
Guy Smith ◽  
John Peloghitis
Keyword(s):  
Decision Making ◽  
Critical Thinking ◽  
Academic Writing ◽  
Cognitive Biases ◽  
Judgment And Decision Making ◽  
Classroom Teaching ◽  
Negative Effects ◽  
Fields Of Study ◽  
Writing Course ◽  
And Training

In the last two decades, interest in cognitive biases has rapidly grown across various fields of study. The research so far has shown that cognitive biases have significant and sometimes adverse effects on decision making. Thus, it is increasingly being argued that classroom teaching of critical thinking needs to include instruction and training that help students understand cognitive biases and reduce their negative effects on judgment and decision making. Teaching students to be aware of biases and to develop and maintain strategies to reduce their influence is known as debiasing. The purpose of this paper is to provide an overview of cognitive biases and a framework for debiasing proposed by Wilson and Brekke (1994). Two approaches, modifying the person and modifying the environment, are discussed to help teachers introduce activities and strategies to mitigate biases. 認知バイアスへの関心は、この20年で様々な領域で急激に高まってきた。認知バイアスが、意思決定に対し有意な影響、時には逆効果を及ぼすことが、これまでの研究で明らかになった。そのため、教室で批判的思考を教える場合も、学生の認知バイアスへの理解に役立ち、認知バイアスが判断力や意思決定に対して及ぼす、時には有害な影響を弱める思考法を教える練習ないし訓練を組み込む必要があるのではないだろうか。学生がバイアスを認識し、その影響を払拭ないし弱める思考法を身につけてそれを維持するよう教えることは、デバイアスという名称で知られている。本稿では、認知バイアスとWilson and Brekke (1994) が提案するデバイアスのプロセスを概観する。教師がバイアスを和らげるための活動と戦略を紹介できるように、人間を修正し、環境を修正するという二つの取り組みについても検討する。

INTEGRATING CRITICAL THINKING IN TEACHING ACADEMIC WRITING

2017 ◽  
Vol 1 ◽  
pp. 144
Author(s):  
Dewi Sri Wahyuni
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
National Curriculum ◽  
Literacy Skills ◽  
Writing Class ◽  
Numeracy Skills ◽  
Development Goals ◽  
Character Building ◽  
The Third World

One of targets issued by UN through SDGs (Sustainable Development Goals) in education is ensuring that all youth and adults have to achieve literacy and numeracy skills through long live education for both men and women. It is due to facts that education does not nationally wide spread among the developing and mostly, the third world countries. In those countries, the citizens whom literacy and numeracy skills are built up well are only them whose motivation in learning is high. Simply, it can be said that literacy awareness of those countries is unsatisfying. Realizing this fact, Indonesian government revises the National Curriculum of 2013 by the year 2017 and puts some important issues in learning process: (1) integrating five characters building; (2) elaborating literacy skills and 21st century skills (4C); and (3) integrating High Order Thinking Skill. Not only applied in lower education, these rules can be adopted also in higher education, such as university. Based on the literacy awareness and 4C skills that have to be developed during learning process, this research is aimed at increasing students’ soft skills through integrated character building, literacy skills habit, and critical thinking awareness in academic writing class. By enrolling action research to gain the objectives and taking whole semester, this research works on increasing students’ autonomy and honesty in learning, literacy in reading through article journal comprehension, and critical thinking through article journal summarizing.

scholarly journals Teaching Teachers To Think: Reflective Journaling As A Strategy To Enhance Students Understanding And Practice Of Academic Writing

2010 ◽  
Vol 7 (12) ◽  
Author(s):  
Danielle Watson
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Learning Process ◽  
Writing Process ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Effective Strategy ◽  
Reflective Journaling ◽  
Reflective Journal ◽  
Factors Influencing

The value of reflective journaling as an effective strategy to enhance learning has been explored by several writers. Many see it as a way of approaching learning to enhance the understanding of factors influencing or hindering the learning process and the development of meaning through critical thinking skills. The underlying purpose of the study is to explore the possibility of introducing the reflective journal into the teaching of academic writing as a strategy to improve students’ understanding of the different expository methods employed as part of the writing process.

scholarly journals PRE-SERVICE TEACHERS’ CONCEPTIONS AND COMPETENCES ON DIGITAL LITERACY IN AN EFL ACADEMIC WRITING SETTING

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Salim Nabhan
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Digital Literacy ◽  
Qualitative Data ◽  
Digital Culture ◽  
Information Communication ◽  
Safety Skills ◽  
Functional Skills ◽  
Online Safety

This case study seeks to examine pre-service teachers’ digital literacy conceptions in an EFL academic writing context. Despite the recent growth of research regarding general conceptions of digital literacy, little attention has been given to its conception focusing on EFL digital writing environment. To bridge the gap, this research offers a new perspective of the conception of digital literacy from the perspective of pre-service teachers in their academic writing setting. Also, the study aims to identify pre-service teachers’ competences concerning the predominant dimensions of digital literacy encompassing critical thinking, online safety skills, digital culture, collaboration and creativity, finding information, communication, and functional skills. This case study involved both quantitative and qualitative data taken from 107 pre-service teachers’ online questionnaires and one 5-member focus group discussion delivered to pre-service teachers taking Academic Writing subjects in English Language Education Department in an urban university in Indonesia. While thematic analysis was involved for qualitative data, the quantitative ones were analyzed using descriptive analyses. Emergent themes related to the conception of digital literacy in academic writing context included basic conception of digital literacy, competences related to digital literacy, awarness of the importance of digital literacy, and challenges of digital literacy. In general, the result of the study revealed that the pre-service teachers’ conceptions of digital literacy were principally associated with the narrow proficiency of utilizing online tools and technological devices and set aside a critical mindset. Further, in spite of the fact that most participating students were found to have lack of understanding of critical thinking and digital culture towards digital literacy, they appeared to possess the competencies of finding information, communication, and functional skills. Additionally, quantitative result of the pre-service teachers’ competences demonstrated that communication dimension was the highest of all with the mean value of 3.95, followed by online safety skills (3.87), finding information (3.79), critical thinking (3.77), functional skills (3.75), as well as collaboration and creativity (3.43). The lowest mean (3.40) belonged to digital culture dimension. The findings have important implications for developing digital literacy framework in an EFL academic writing.

scholarly journals Developing College EFL Writers’ Critical Thinking Skills Through Online Resources: A Case Study

SAGE Open ◽  
2018 ◽  
Vol 8 (4) ◽  
pp. 215824401882038 ◽  
Author(s):  
Xiaodong Zhang
Keyword(s):  
Critical Thinking ◽  
Foreign Language ◽  
Academic Writing ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Resources ◽  
Writing Classroom ◽  
Efl Writing ◽  
Student Writers

This study reports on how the supplementation of online resources, informed by systemic functional linguistics (SFL), impacted English-as-a-foreign-language (EFL) student writers’ development of critical thinking skills. Through qualitative analyses of student-teacher interactions, interviews with students, and students’ written documents, the case study shows that through 1 semester of intensive exposure to SFL-based online resources in a college Chinese EFL writing classroom, EFL writers were able to develop critical thinking skills in regard to the construction of effective academic writing, although it was a process of encountering and overcoming challenges. Through teacher mediation and their own efforts, they could adjust to the online resources-based classroom, exemplified by their utilization of SFL-related categories offered through online resources to analyze and evaluate the interrelationship between language features and the content manifested in valued texts, and regulate the content of their own academic writing.

scholarly journals Importance and development of Critical Thinking in BA Academic Writing Course

enadakultura ◽  
2021 ◽  
Author(s):  
Ketevan Gochitashvili ◽  
Giuli Sha bashvili
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Relevant Information ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Main Research ◽  
Professional Career ◽  
Writing Course ◽  
Specific Activities ◽  
Secondary Information

Critical thinking is a complex phenomenon, that helps the learner to separate relevant information from irrelevant and unnecessary information, to evaluate and explain events and facts, to formulate a clear argument objectively, to deliver the right message to the target audience, and to find ways to solve the problem. Critical thinking is directly related to the teaching of academic writing and is a transferable skill that helps students both to complete other university courses successfully and to build a further professional career. The aim of the paper is to identify the challenges and problems faced by both instructors and students at the university level in Georgia in terms of developing critical thinking skills while teaching/learning an academic writing course. Moreover, the paper presents specific activities to solve the given problems. The paper offers teachers the basic strategies and techniques that can be used to achieve the goals set out in the curriculum. The following research methods are applied: questionnaires and classroom observation.The following factors can be named as limitations of the research: relatively small number of students; The study was conducted for only one semester.The analysis of the questionnaires revealed the following issues related to critical thinking and writing for the students: lack of ability to formulate an objective critical opinion, reliability of sources, formulation of main research questions and hypotheses, generalization, separation of main and secondary information, focus on key issues and formulation of logical coherent conclusions.The paper suggests specific activities and questions for the development of critical thinking that are needed to process a text or information.The use of these approaches and methods should be implemented at different levels of the course. The teacher in advance should design and plan activities that will be used during the class. Critical thinking development activities should be combined with all the assignments and activities covering all the topics of the course. In the process of searching the proper materials, the student should master the techniques of working on sources, the criteria for determining the reliability and relevance of sources. In addition, the student should be able to process a significant amount of materials, merge main and secondary information, paraphrase the information, and integrate it into their own text in accordance with academic standards. As a result, the student should be able to evaluate the material retrieved and present and argue their own position.

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