scholarly journals Integrating Critical Thinking in Online Language Tasks: Considerations for an Academic Writing Class

2020 ◽  
Keyword(s):  
Critical Thinking ◽  
Academic Writing ◽  
Writing Class

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 The Teaching and Learning of Academic Writing Involving Critical Thinking in Higher Education

2018 ◽  
Vol 10 (1) ◽  
pp. 975-981
Author(s):  
Fahmy Imaniar ◽  
Lies Amin Lestari ◽  
Ahmad Munir
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Writing ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Writing Class ◽  
Efl Students ◽  
The Subject ◽  
The One ◽  
Almost All

Academic writing and critical thinking are two things which strongly deal with higher education context, especially for EFL students. Unfortunately, the process of the teaching and learning which deals with the two aforementioned things was rarely researched. Hence, this current study aimed at revealing the process of teaching and learning of academic writing which involves critical thinking in higher education level. It was carried out through qualitative approach with non-participatory observation and interview as the data collection techniques. The participants were the subject teacher as the one who taught academic writing and also the students in the academic writing class. The result shows that the process of teaching and learning of academic writing consisted of several phases united into a set prevailing for each type of academic writing. Furthermore, critical thinking is engaged within almost all phases with different way of its existence. This study is expected to open eyes towards what occurs in the field, rather than to only value and judge.

Critical Thinking and Clear Writing

1985 ◽  
Vol 46 ◽  
pp. 1-4
Author(s):  
Anne F. Lee
Keyword(s):  
Critical Thinking ◽  
Political Science ◽  
Liberal Arts ◽  
Writing Proficiency ◽  
Science Students ◽  
Writing Class ◽  
Voluntary Commitment ◽  
The University

As part of an on-going effort at West Oahu College (a small, liberal arts, upper-division campus of the University of Hawaii) I am experimenting with ways to help my political science students improve their ability to think critically and communicate clearly. For some time we have been aware of a large number of students having difficulties in writing and critical thinking. We have made an informal and voluntary commitment to use writing-across-thecurriculum (WAC) with faculty participating in workshops and conferring with the writing instructor who coordinates our WAC program.1In-coming students must now produce a writing proficiency sample which is analyzed, returned with numerous comments, and results in students being urged to take a writing class if there are serious problems. A writing lab is offered several times a week and students are free to drop in for help.

scholarly journals UTILIZING PEER AND TEACHER FEEDBACK IN ACADEMIC WRITING CLASS

2016 ◽  
Vol 4 (2) ◽  
pp. 161
Author(s):  
Taufiqulloh Yuvita Imam Yuliarto
Keyword(s):  
Academic Writing ◽  
English Education ◽  
Peer Feedback ◽  
Teacher Feedback ◽  
Control Group ◽  
Writing Achievement ◽  
Essay Writing ◽  
Central Java ◽  
Writing Class ◽  
Experimental Group

A process approach is usually employed in the classroom instruction of academic writing, particulary essay writing, in the Indonesian colleges or universities. This study investigates the role of teacher and peer feedback inserted in the steps of writing process on students’ writing achievement. It is an experimental research conducted at the English Education Department of Pancasakti University Tegal Central Java Indonesia, in the seven semester of the  academic year 2015/2016. The participants of this study are 40 students who attended essay writing class. The instrument is essay writing test which was administered before and after treatment to both experimental and control group. By using paired-sample t-test and f-test, it was found that the use of teacher and peer feedback were effective to teach essay writing. Such a technique contributed a significant improvemental to the students writing achievement in the experimental group. The result also showed that the writing achievement of the students in the experimental group was better than that of those in the control group. To conclude,  utilizing teacher and peer feedback is considered to be one of the effective ways for the students in learning essay writing. However, some drawbacks were found that need to be taken into account in the next related researches.Keywords: Teacher feedback, peer feedback, essay 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。

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