critical thinking

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In this Critical Thinking assignment, you will be asked to read the assigned article and present your responses to the following aspects of the issue, listed in the 5 sections below. Each of these sections will be graded according to the rubric that follows. You must satisfy the requirements for each section at a Level 3 or 4 in order to pass the section and you must pass all the sections to pass the assignment. Earning a passing grade on the assignment is required to pass the course. Your paper should be restricted to 2-3 pages.

1) Clearly state the issue and briefly describe the most important factors to be examined in this decision. Explain why you are focused on these particular factors – why do you think they are the most important things to consider?

2) Present your evidence supporting both sides of the issue and provide the citations necessary so that your reader can return to your source material to verify your findings. Do not ‘cut and paste’ – present these arguments in your own words. Clearly identify any positive evidence you find and distinguish that from any normative evidence.

3) Identify the assumptions made in the arguments made on both sides of the issue. Do you identify any biases in your evidence?

4) Given all the above, what is your position on this issue? Do not limit yourself to saying, ‘I support/don’t support this policy proposal.’ Rather, explain and defend your position, adding any caveats or other considerations to your answer. This is also a chance to be creative – do you have a proposal of your own that addresses some or all of the concerns of both sides?

5) Assuming you were asked about this proposal by a friend, how would you respond? Limit this response to about 4-5 short statements.

Meets or exceeds minimum criteria for passing course

Fails to meet minimum criteria

for passing course


	Capstone Level 4	Milestone Level 3	Milestone Level 2	Milestone Level 1
Explanation of issues (1)	Issue/problem to be considered critically is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding	Issue/problem to be considered critically is stated, described, and clarified so that understanding is not seriously impeded by omissions.	Issue/problem to be considered critically is stated but description leaves some terms undefined, ambiguities unexplored, boundaries undetermined, and/or backgrounds unknown.	Issue/problem to be considered critically is stated without clarification or description.
Evidence Selecting & using information to investigate a point of view or conclusion (2)	Information is taken from source(s) with enough interpretation/evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly	Information is taken from source(s) with enough interpretation/evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning.	Information is taken from source(s) with some interpretation/evaluation, but not enough to develop a coherent analysis or synthesis. Viewpoints of experts are taken as mostly fact, with little questioning.	Information is taken from source(s) without any interpretation/evaluation. Viewpoints of experts are taken as fact, without question.
Influence of context and assumptions (3)	Thoroughly (systematically and methodically) analyzes own and others' assumptions and carefully evaluates the relevance of contexts when presenting a position.	Identifies own and others' assumptions and several relevant contexts when presenting a position.	Questions some assumptions. Identifies several relevant contexts when presenting a position. May be more aware of others' assumptions than one's own (or vice versa).	Shows an emerging awareness of present assumptions (sometimes labels assertions as assumptions). Begins to identify some contexts when presenting a position.
Student’s position (perspective, thesis/hypothesis) (4)	Specific position (perspective, thesis/hypothesis) is imaginative, taking into account the complexities of an issue. Limits of position (perspective, thesis/hypothesis) are acknowledged. Others' points of view are synthesized within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) takes into account the complexities of an issue. Others' points of view are acknowledged within position (perspective, thesis/hypothesis).	Specific position (perspective, thesis/hypothesis) acknowledges different sides of an issue.	Specific position (perspective, thesis/hypothesis) is stated, but is simplistic and obvious.
Conclusions and related outcomes (implications and consequences) (5)	Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order.	Conclusion is logically tied to a range of information, including opposing viewpoints; related outcomes (consequences and implications) are identified clearly	Conclusion is logically tied to information (because information is chosen to fit the desired conclusion); some related outcomes (consequences and implications) are identified clearly.	Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified.