Dergiler / IOJET / 2021 / Cilt: 8 - Sayı: 1

TEACHING CRITICAL THINKING IN A COLLEGE-LEVEL WRITING COURSE: A CRITICAL REFLECTION

Dergi
IOJET
Sayfa
229–249
Yayın Tarihi
2022-10-18
DOI
—
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Ultimately, thispaper makes a theoretical and practical contribution to the less explored quest of clarifying the link between critical thinking and writingand illuminating the process of integrating both skillssetsin a writing course.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:This paper challenges the widely held assumption that teaching writing inevitably equips students with the critical thinking skills required to succeed in college and beyond.
📊
Temel Bulgular & Veri:Asynthesisof the literature and the author’s experiencesemphasizethat the relationship between writing and critical thinking is not obvious, and that writing instructors must make intentional effortsto clarify this relationship to students, and to teach and assess critical thinking skills from students’ essays.Additionally, the paper demonstratesthat despite critical thinking skill development being an expected outcome in writing courses,the process of enhancing critical thinking skills through written tasks remains covert and largely undocumented.
💡
Sonuç & Katkı:Ultimately, thispaper makes a theoretical and practical contribution to the less explored quest of clarifying the link between critical thinking and writingand illuminating the process of integrating both skillssetsin a writing course.
🔬Tür:Literatür & Derleme Çalışması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Alan Parametreleri

Abstract

This paper challenges the widely held assumption that teaching writing inevitably equips students with the critical thinking skills required to succeed in college and beyond. The paper reviews the literature on the relationship between writing and the development of critical thinking skills, and critically reflects on the author’s experiences in teaching an introductory college-level argumentative writing course. Asynthesisof the literature and the author’s experiencesemphasizethat the relationship between writing and critical thinking is not obvious, and that writing instructors must make intentional effortsto clarify this relationship to students, and to teach and assess critical thinking skills from students’ essays.Additionally, the paper demonstratesthat despite critical thinking skill development being an expected outcome in writing courses,the process of enhancing critical thinking skills through written tasks remains covert and largely undocumented. Following acritical analysis of herteaching practice, the authorproposes and documents an integrated approach to fostering critical thinkingwithin a college-level writing course. Ultimately, thispaper makes a theoretical and practical contribution to the less explored quest of clarifying the link between critical thinking and writingand illuminating the process of integrating both skillssetsin a writing course.

🔖

Bu Makaleye Atıf Yap

Karanja, L. (2022). TEACHING CRITICAL THINKING IN A COLLEGE-LEVEL WRITING COURSE: A CRITICAL REFLECTION. IOJET, Cilt: 8 - Sayı: 1, 229–249. https://ajindex.com/articles/541610

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (7)

  1. Abrami, P.; Bernard, R.; Borokhovski, E.; Waddington, D., C. Anne Wade, C. Persson, T. (2015). Strategies for teaching students to think critically: A Meta-Analysis. Review of Educational Research,85 (2), 275–314.
  2. Armstrong, J. (2010). Designing a writing intensive course with information literacy and critical thinking outcomes. Western Libraries and Faculty Publications, 38 (3) 445 -457. Retrieved from: https://cedar.wwu.edu/library_facpubs/47
  3. Atkinson, D. (1997). A critical approach to critical thinking in TESOL. TESOL Quarterly, 31(1), 71 –94. Australian Council for Education Research (ACER) (2010). Graduate Skills Assessment. Available online from: www. Acer.edu.au/tests/gsa Barnes, C. (2005). Critical thinking revisited:Its past, present, and future. New Directions for Community Colleges,130, 5 -13 Barnett, R. (1997). Higher education: A critical Business.Bristol, PA: SRHE and Open University Press.
  4. Baron, J., & Sternberg, R. (1987). Teaching thinking skills.New York:W. H. Freeman Barrows, H. (2002). An overview of authentic problem-based learning. In K.N.L Wee & Y.C.M.A. Kek (Eds.), Authentic problem-based learning: Re-writing business education(pp 1 -9). Singapore: Prentice Hall. Bean, J. (2011). Engaging ideas: The professor’s guide to integrating writing, critical thinking, and active learning in the classroom(2nded.). San Francisco: John Wiley & Sons. Çavdar, G., Doe, S. (2012). Learning through writing: Teaching critical thinking skills in writing assignments.P.S. Political Science and Politics, 45 (2), 298 –306 Chanock, K. (2000). Comments on essays. Do students understand what tutors write? Teaching in Higher Education, 5 (1) 95 -105 Condon, W. & Kelly-Riley, D. (2004). Assessing and teaching what we value:The relationship between college-level writing and critical thinking abilities. AssessingWriting,9, 56–75.
  5. Cormier, A. (2019).Writing Course Outline. Unpublished internal document. Council of Aid in Education (CAE) (2000). Collegiate Learning Assessment. Available online from: https://cae.org/flagship-assessments-cla-cwra/cla/about-cla
  6. Davies, M. (2011). Introduction to the special issue on critical thinking in higher education. Higher Education Research and Development, 30 (3), 255 -260 De La Paz, S. (2009). Rubrics: Heuristics for developing writing strategies. Assessment for Effective Intervention, 34 (3), 134-146.
  7. Dewey, J. (1966). Democracy and education: An introduction to the philosophy of education.NY: The Free Press Duron, R.; Limba