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Scholarly Writing Analysis: Constructing New Meaning from Multiple Sources

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Scholarly Writing Analysis: Constructing New Meaning from Multiple Sources

Complete Parts I-IV below.

Part I: Article Analysis

Report your analysis findings in the tables below.

Explicit Meanings: Payne & Gainey

Refer to the Understanding and Developing Controversial Issues in College Courses article to complete the table.

Explicit Features	Description in My Own Words	Examples from the Text (direct quotes & page numbers)
Structure · How is the article organized? · What are the main components of the article?	The article structure begins with the introduction, then the body that delivers systematized central context and definitions, perspectives, points, and conclusion. The author intent was to
Language · Word choice · Tone (formal, informal, academic, colloquial, or a combination)
Evidence of Bias · Consider types of authority/evidence, privileged/omitted voices, types of logic used, author’s situatedness, and so forth

Explicit Meanings: Tsui

Refer to the Fostering Critical Thinking Through Effective Pedagogy: Evidence from Four Institutional Case Studies article to complete the table.

Explicit Features	Description in My Own Words	Examples from the Text (direct quotes & page numbers)
Structure · How is the article organized? · What are the main components of the article?
Language · Word choice · Tone (formal, informal, academic, colloquial, or a combination)
Evidence of Bias · Consider types of authority/evidence, privileged/omitted voices, types of logic used, author’s situatedness, and so forth

Implicit Meanings

Implicit Meanings

Payne & Gainey

Tsui

Summarize the implicit meanings you can infer from your analysis.

· Include any contradictions you can find in ideas, logic, tone, structure, and so forth.

Part II: Critical Evaluation

Write a 1- to 2-paragraph evaluation of the authors’ claims using a chosen set of criteria. Be sure to state your conclusion(s) based on your evaluation.

Part III: Identify Your Situatedness

Write a paragraph describing how your individual or group’s situatedness affects your reading of these articles.

Part IV: Synthesis of Ideas

Write a 2- to 3-paragraph synthesis of the scholarly discourse represented in these two articles to create new knowledge or perspective about critical thinking in higher education. Consider using abductive reasoning, lateral thinking, or perspective switching to achieve your synthesis.