Guidelines for Paper 1 – Understanding Critical Thinking, Critical Reading and Critical Action
The purpose of this assignment is to demonstrate your understanding of the course readings and discussions by defining critical thinking, critical reading and critical action. To be successful on this paper you will need three well-developed and thoughtful paragraphs (8-10 sentences) that address the following topics.
1. What is critical thinking? In this paragraph be sure to discuss:
The purpose and importance of critical thinking
The cognitive skills necessary for critical thinking
The dispositions (or attitudes) necessary for critical thinking
Hint: Refer to the Facione article, Critical Thinking: What it is and Why it Counts, and Chapter 1 in the ARQ text
2. What is critical reading? In this paragraph be sure to discuss:
College/adult level reading (Chall’s Stage 5 Reading)
Outcomes of stage 5 reading (How are these related to critical thinking skills and dispositions?)
Analysis of reading materials
Hint: Refer to the What is College Reading presentation and Chapters 2-5 in the ARQ text.
3. What is critical action? In this paragraph be sure to discuss:
Implementation of critical thinking and reading skills
Criteria used to determine if /what action is appropriate (reliability of information)
Social transformation through critical action
Hint: Reflect on how critical thinking and reading skills can be helpful in advocating for a position and taking action for positive change.
Your paper should be double spaced and no longer than 1 ½ pages. You do not need to cite your sources since I have provided them in the course materials. Your paper is worth a maximum of 50 points and will be evaluated using the following rubric.
Understanding Critical Thinking, Reading, Action
Assignment Rubric
|
Category
|
Above Standard
(20-18)
|
Meets Standard
(17-14)
|
Below Standard
(13-0)
|
|
Defining Critical Thinking
|
Definition includes most cognitive skills and dispositions (attitudes), as well as, discussion of purpose and importance of critical thinking. Paragraph is well developed and all sentences are well constructed without errors in grammar, spelling or punctuation.
|
Definition includes some cognitive skills and dispositions. Purpose or importance of critical thinking discussed. Most sentences are well constructed. Student makes 1-2 errors in grammar, spelling or punctuation.
|
Definition does not include skills and /or disposition. Purpose or importance of critical thinking not discussed. Most sentences are not well constructed. Student makes numerous errors in grammar, spelling or punctuation.
|
|
Defining Critical Reading
|
Definition includes discussion of college reading and stage 5 outcomes. Connection between critical thinking and critical reading is clear. Steps in critical reading process are identified. All sentences are well constructed and without errors in grammar, spelling or punctuation.
|
Definition includes brief discussion of college reading or stage 5 outcomes. Connection between critical thinking and critical reading is mentined. Some steps in critical reading process are identified. Most sentences are well constructed. Student makes 1-2 errors in grammar, spelling or punctuation.
|
Definition does not include discussion of college reading or stage 5 outcomes. No connection made between critical thinking and critical reading. Steps in critical reading process not identified. Most sentences are not well constructed. Student makes numerous errors in grammar, spelling or punctuation.
|
|
|
Above Standard
(10-9)
|
Meets Standard
(8-7)
|
Below Standard
(6-0)
|
|
Critical Action Reflections
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Reflection demonstrates high level thinking. Connection between critical thinking, reading and action is apparent. Evaluation of information discussed. The paragraph is the appropriate length (8-10 sentences). All sentences are well constructed and without errors in grammar, spelling or punctuation.
|
Reflection demonstrates some higher level thinking. Connection between critical thinking, reading and action is not clear. Evaluation of information is not discussed. The paragraph is not the appropriate length (8-10 sentences). Most sentences are well constructed. Student makes 1-2 errors in grammar, spelling or punctuation.
|
Reflection demonstrates surface level thinking. No connection is made between critical thinking, reading and action. The paragraph is not the appropriate length (8-10 sentences). Most sentences are not well constructed. Student makes numerous errors in grammar, spelling or punctuation.
|
Sample Paper Format:
Please use this format for the heading of your paper.
Last Name, First Name
Greenbaum, JoAnne
READ 290 Sec ____
Date: _______
Title of Your Paper (Critical Thinking, Critical Reading, Critical Action)
Begin Paragraph 1… (Critical thinking)
Begin Paragraph 2…. (Critical Reading)
Begin Paragraph 3…. (Critical Action)
tbpl_93
guidelines_for_paper_1-3.docx
