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2010, Teaching philosophy
In this paper, we present an especially effective tool for helping students to learn and apply the skills of critical reasoning. Our Writing Portfolio Project is a set of nine progressively staged writing assignments that guide students through the formulation and development of an argumentative paper. The set of assignments are designed to reinforce, reintroduce, and repeat critical reasoning skills. In this paper, we articulate the potential uses for the Writing Portfolio Project, give a brief explanation of the reasoning behind the format of the project, and indicate ways one might implement the Writing Portfolio Project into one's curriculum.
Jurnal Cakrawala Pendidikan
Fostering Critical Thinking Skills Through Argumentative WritingPS: Political Science & Politics
Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments2012 •
Traditional writing assignments often fall short in addressing problems in college students' writing as too often these assignments fail to help students develop critical thinking skills and comprehension of course content. This article reports the use of a two-part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing assignments, instructors can encourage students to reconsider concepts, critically evaluate assumptions, and undertake substantive revisions of their writing.
2018 •
We give a brief introduction to the topic of this special issue and provide a summary of each article.
2017 •
This qualitative action research study aims at showing how the development and implementation of teacher-designed portfolios, based on controversial issues, enhanced students' argumentative writing skills. This study was conducted in a state funded school in Bogota, with fifteen students from 8 grade, and followed the grounded theory approach. The data-gathering instruments were students` artifacts, in this case the portfolios based on two controversial statements, with their corresponding self-assessment sections, teachers ́ field notes and a rubric. The outcomes suggested that students responded positively to the portfolio, its contents and activities. The materials facilitated to students their approach to the concepts of argumentation and fallacies, increasing the chances of obtaining argumentative short texts. The portfolio was effective and suitable because its activities provided rich and meaningful exposure to language in use, the controversial issues generated affective...
International Journal for Educational and Vocational Studies
Rationale as an Innovative Learning Application to Improve Students’ Critical Thinking in Argumentative Writing2019 •
This study is about the effect of rationale application usage as innovative learning application to help the students being critical thinker in writing argumentative text. It was attempted to investigate (1) whether there is any significant difference between students reasoning ability, (2) whether there is any significant difference between students structuring ability, and (3) whether there is any significant difference between students analyzing ability who are taught by using rationale application as found in their argumentative writing and those who are not taught without using rationale. To do so, a quasi-experimental designed was administered to a sample of University students (N=50). In order to answer the research questions, the data are analyzed by using independent sample t-test. SPSS 21 is used to do those statistical analysis. In conclusion, the findings showed that rationale application can be chosen as an alternative media of improving critical thinking in argumentati...
Towards a Critical Thinking Classroom
Towards a Critical Thinking Classroom2014 •
The major objective of the present study is to investigate the effectiveness of using Richard Paul's-Elements and Standards of Reasoning (E&Ss)‖ on improving the Critical Thinking skills as well as writing skills of EFL Saudi students. Students were identified as high, mid and lowlevel students. The progress of each group was measured through a progressive series of rubric assessments of their writing, examining five key areas important in rhetorical composition: clarity of writing, analysis of author's argument, use of supporting information, organization, and grammar and syntax. Through the introduction of this focused Critical Thinking training, student composition improved in all of the five key areas, among all the groups.
The English Journal
Developing "Real-World Intelligence": Teaching Argumentative Writing through Debate2004 •
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