How Is Academic Writing a Reflection of Critical Thinking Text

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Reflective thinking and writing is an important part of university life and work. And use that to make improvements, is a key part of university level thinking and work. How to think reflectively how to write reflectively, including the difference between reflective and academic writing how to structure your writing what to include and how to identify good reflective writing what reflective writing tools are available loading the player. Critical thinking and academic writing question: explain how you would apply critical thinking skills in reading and writing as a student of health care. 2.3 evaluation 7 2.4 inference 8 2.5 explanation 8 2.6 self regulation 9 3.0 conclusion 10 references 11 introduction thinking critically is thinking carefully with clarity, depth, precision, accuracy and logic. It is a process of thinking in a certain way, with accuracy and precision, of thinking carefully, with logic and depth, and of thinking with clarity and open mindedness, by examining points of view and acknowledging assumptions and bases within a given viewpoint.

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According to socrates, we should think critically about the world around us, challenging the commonsense assumptions that we use to justify claims to knowledge. The socratic method applies a question and answer dialogue of critical inquiry and analysis that exposes hidden prejudices, highlighting, faulty reasoning and bogus claims to authority. Definition of critical thinking there are various definitions put forward by experts in the field of critical thinking that seek to expound on what is and how critical thinking is applied. According to, michael scriven and richard paul: critical thinking is the intellectually disciplined process of actively and skilfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

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In its exemplary form, it is based on universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. Critical thinking has also been described as reasonable reflective thinking focused on deciding what to believe or do. Within the philosophical frame, critical thinking is commonly understood to involve commitment to the social and political practice of participatory democracy, willingness to imagine or remain open to considering alternative perspectives, willingness to integrate new or revised perspectives into our ways of thinking and acting, and willingness to foster criticality in others. According to different experts, critical thinking is a field of study in which students are asked to open their minds to criticize the writings of authors with their own opinions.

critical thinking and academic writing question: explain how you would apply critical thinking skills in reading and writing as a student of health care. Table of contents contents page 1.0 introduction 1 2.0 application of critical thinking skills in reading and writing. a great deal of your time at university will be spent thinking thinking about what people have said, what you have read, what you yourself are thinking and how your thinking has changed. It is generally believed that the thinking process involves two aspects: reflective thinking and critical thinking. They are not separate processes rather, they are closely connected brookfield 1987. figure 1: the thinking process adapted from mezirow 1990, schon 1987, brookfield 1987 reflection is: a form of personal response to experiences, situations, events or new information.

There is neither a right nor a wrong way of reflective thinking, there are just questions to explore. figure 1 shows that the reflective thinking process starts with you. Before you can begin to assess the words and ideas of others, you need to pause and identify and examine your own thoughts. Doing this involves revisiting your prior experience and knowledge of the topic you are exploring. The examination of your beliefs, values, attitudes and assumptions forms the foundation of your understanding. Reflective thinking demands that you recognise that you bring valuable knowledge to every experience. It helps you therefore to recognise and clarify the important connections between what you already know and what you are learning.

Reflections, which are often journals, field or lab notes, or writing that occurs over time, can express beliefs, ideas, ruminations, opinions, or reactions. If you rsquo re asked to ldquo write a reflection rdquo about something, you rsquo re being asked not only to describe the topic, but also to provide a thoughtful analysis of it.

establish the topic

one way to begin is by explaining what you saw, heard, experienced, or learned.

develop the topic

once you have explained your topic, add your opinions or perspective.

Using one or more of the following prompts can help you generate ideas and organize your thoughts. Select words with disputed definitions or words that lend themselves to extended, thoughtful definition, such as ldquo honor rdquo or ldquo intelligence. Rdquo classify: explain a topic by categorizing it with like items. Athletes can be placed in the same category as dancers because of their training plagiarism can be categorized as fraud. compare/contrast: illustrate the similarities or differences between set topics or introduce an outside idea to illuminate a difficult concept. The circulatory system can be compared to a geographical structure: it is like a river but unlike a lake.

Was a car accident due simply to driver error? or was it caused by fatigue? what about our society causes so many people to fall asleep behind the wheel mdash do we live in a culture that promotes exhaustion? effect: discuss the effects of something. If obesity leads to disease, what does this suggest about policy, laws, or education? how can we avoid bad effects and replicate good ones? evaluate: determine whether a topic is good or bad, desirable or undesirable, ethical or unethical, effective or ineffective, etc. Or is the topic somewhere in between? propose: suggest a necessary action to take or propose a solution to a problem. The more rigorous you are in challenging your assumptions, the more likely you are to gain useful insight into your topic. If you rsquo re discussing something you rsquo ve read, use evidence from the text to support your interpretation.

If giving a general opinion or argument, base it on facts, common knowledge, current events, or evidence from researchers. If research is not an option, use evidence from lecture notes, textbooks, lab reports, or other class readings.

come to a conclusion

now what? think about the relationship between your main point and your class rsquo s themes.

What topics are on the syllabus? what has been the focus of class lectures and discussions? what do you think motivates your instructor rsquo s interest in the topic? why is the topic important to you or to your readers? a strong conclusion will discuss the implications and significance of your ideas. If you point out a problem, propose a solution or suggest what might happen if the problem is ignored. And if you are giving an opinion, make sure your readers believe that your opinion matters. What style should you use? reflections tend to be informal, but the most appropriate style for a piece of reflective writing varies depending on the circumstances. If you rsquo re writing in an academic context, it rsquo s fine to adopt a more conversational tone than you would use in writing a research paper or journal article. You should, however, still observe most of the other conventions of academic writing, such as providing support for your ideas and organizing information in a logical sequence. If your assignment allows for greater informality, or if your reflection is written for yourself, you can explore your topic more freely and write more loosely.

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