Critical. Thinking. in. Academic. Writing. The book inquires into critical thinking through a cultural approach. Based on an ethnographic study, it compares Chinese postgraduate students' conceptualisations and applications of critical ...
Author: Shi PU
The book inquires into critical thinking through a cultural approach. Based on an ethnographic study, it compares Chinese postgraduate students’ conceptualisations and applications of critical thinking in three different settings in China and the UK. From an insider’s perspective, it analyses the intricate interplay of multiple cultural and individual factors that conditions students’ critical thinking development as they learn to write an academic thesis and to manage postgraduate learning. The book offers insights into the nature of problems that Chinese students encounter with critical thinking and envisions possibilities for the ideas for critical thinking to have a transformative power in an intercultural space. The book will primarily be of interest to academics and educators who work on critical thinking and academic writing, especially those who work with Chinese students. Scholars interested in intercultural issues in higher education may also find it relevant.
"The book compares how critical thinking is conceptualised, applied and acquired by Chinese postgraduate students in three different settings in China and the UK, aiming to uncover the cultural conditions for them to understand and apply ...
Author: Shi Pu
Category: Academic writing
"The book compares how critical thinking is conceptualised, applied and acquired by Chinese postgraduate students in three different settings in China and the UK, aiming to uncover the cultural conditions for them to understand and apply critical thinking skills in academic writing tasks. Based on ethnographic fieldwork of eight months, the book analyses students' views of critical thinking, compares their application of critical thinking in their written drafts, and enquires into their accounts of writing experiences. From an insider's perspective, it unpacks the intricate interplay between a range of cultural and individual factors influencing students' critical thinking experiences. By analysing Chinese students' potentials and learning needs, the book offers insights into the nature of problems that they encounter, hoping to open up possibilities for their intellectual growth. The book will primarily be of interest to academics and educators who work with Chinese students. Scholars working on intercultural issues in higher education will also find it helpful"--
Summary The art of critical writing is something that can be developed with practice, particularly if you pay attention to academic conventions and issues of synthesis and structure. Being successful at academic writing involves a range ...
Author: Michaela Rogers
Category: Social Science
This highly practical guidebook will help you develop the critical and analytical skills essential to your successful social work education and evidence-informed, reflective practice. Key features include: Theoretical break down and simplification of key theories How to avoid common pitfalls Activities to help you cement your learning Case studies applicable in practice. This will support you right from the very beginning of your programme through to the end of your final placement and into practice.
inextricable relationship of CT and academic writing can encourage and motivate students in exercising their ... As students apply their critical thinking ability to their writing, they are able to collect relevant information and ...
Author: Sigit Prawoto
Publisher: European Alliance for Innovation
Category: Social Science
The goal of ICOLLEC 2021 is to provide an academic forum for disseminating diverse scholarly, analytical, and practical perspectives on the tenets and nexuses through interdisciplinary dialog in the realms of humanities, education, and the arts. The topic for this year is "The Dynamics of Language, Literature, Education, Art, and Culture of a Changing Society in the Age of Disruption." We pledge to capture a vivid portrayal and a picturesque sphere for the various cutting-edge phenomena in language, literature, education, art, and culture. While the contributions and passion shown throughout the conference have far surpassed our expectations. As a result, we are overwhelmed with a sense of triumph and enlightenment. It is a great accomplishment for us to present the conference proceedings as the remembrance of the authors and delegates of ICOLLEC 2021 in a permanent record of what was presented. The proceedings are organized into three sections: language, literature, and culture. We collected 35 remarkable manuscripts in the discussion from around 60 papers presented. Hopefully, you will find it insightful, fascinating, and inspirational. This proceeding also includes two submissions from representatives of notable keynote speakers. For the subtheme in Representation of the Disruption Era in Literature, Prof. Dr. Sharmani Patricia Gabriel has written a piece titled: The Humanities in an Age of Neoliberal Disruption. For the sub-theme of Local Culture in Global Society, Dr. Hippolytus Kewwel, M. Hum., wrote an article entitled: Hermeneutic Dilemma in the Indonesian Interfaith Dialogue Program. Unfortunately, several manuscripts were not accepted due to reviewing results and capacity limits. We would like to extend our sincere gratitude and appreciation to distinguished reviewers for a thorough process in ensuring we obtain exceptional content for manuscripts published in EUDL proceedings. Finally, we would also like to acknowledge, with much appreciation, the organizing committee for their efforts and dedication.
Chapter 9 Developing critical thinking in academic writing through a metaphor elicitation technique An exploratory study Wan Wan College of Foreign Languages, National Hua qiao University, China While there appears to be a broad ...
Author: Wan Wan
Publisher: John Benjamins Publishing Company
Category: Foreign Language Study
The ability to recognise, discuss and evaluate one’s educational beliefs and working practices in metaphoric terms has for several years been seen as a highly valuable tool for increasing self-awareness, facilitating learning (or teaching), and/or predicting behaviour. This is the first edited book solely devoted to the topic of researching elicited metaphor in education, and brings together key researchers from China, Poland, Puerto Rico, South America, UK and USA. The 12 chapters involve overviews and state-of-the-art articles, articles focussing on methodology and validation, as well as reflections on the effectiveness of techniques and research reports of recent empirical studies. The bulk of the articles relate to literacy (L1 and L2) and teacher education, but science education is also addressed. The book offers useful models for academics, professionals and PhD students in these areas, and provides solutions for improving the validity of elicited metaphor techniques in educational research.
One important criterion for academic writing that deserves special attention is critical thinking, as it is a key element in academic writing. Even though critical thinking is sometimes added to the grading rubrics, it is often treated ...
Author: Zhengdao Ye
Publisher: Springer Nature
Category: Language Arts & Disciplines
This new major reference work provides a comprehensive overview of linguistic phenomena in a variety of Sinitic languages in a global context, highlighting the dynamic interaction between these languages and English. This “living reference work” offers a window into the linguistic sphere in China and beyond, and showcases the latest research into diverse and evolving linguistic phenomena that have resulted from intensified interactions between the Sinophone world and other lingua-spheres. The Handbook is divided into five sections. The chapters in Section I (New Research Trends in Chinese Linguistic Research) present fast-growing research areas in Chinese linguistics, particularly those undertaken by scholars based in China. Section II (Interactions of Sinitic Languages) focuses on language-contact situations inside and outside China. The chapters in Section III (Meaning, Culture, Translation) explore the meanings of key cultural concepts, and how ideas move between Chinese and English through translation across various genres. Section IV (New Trends in Teaching Chinese as a Foreign Language) covers new ideas and practices relating to teaching the Chinese language and culture. The final section, Section V (Transference from Chinese to English), explores dynamic interactions between varieties of Chinese and varieties of English, as they play out in multilingual sites and settings
... they may purposely violate the conventions of academic writing. How might this lead to an assumption that the writer or speaker lacks critical-thinking skills? 3. List five attributes you think indicate critical thinking (e.g., ...
Author: Shanti Bruce
Publisher: University Press of Colorado
Category: Language Arts & Disciplines
Tutoring Second Language Writers, a complete update of Bruce and Rafoth’s 2009 ESL Writers, is a guide for writing center tutors that addresses the growing need for tutors who are better prepared to work with the increasingly international population of students seeking guidance at the writing center. Drawing upon philosopher John Dewey’s belief in reflective thinking as a way to help build new knowledge, the book is divided into four parts. Part 1: Actions and Identities is about creating a proactive stance toward language difference, thinking critically about labels, and the mixed feelings students may have about learning English. Part 2: Research Opportunities demonstrates writing center research projects and illustrates methods tutors can use to investigate their questions about writing center work. Part 3: Words and Passages offers four personal stories of inquiry and discovery, and Part 4: Academic Expectations describes some of the challenges tutors face when they try to help writers meet readers’ specific expectations. Advancing the conversations tutors have with one another and their directors about tutoring second language writers and writing, Tutoring Second Language Writers engages readers with current ideas and issues that highlight the excitement and challenge of working with those who speak English as a second or additional language. Contributors include Jocelyn Amevuvor, Rebecca Day Babcock, Valerie M. Balester, Shanti Bruce, Frankie Condon, Michelle Cox, Jennifer Craig, Kevin Dvorak, Paula Gillespie, Glenn Hutchinson, Pei-Hsun Emma Liu, Bobbi Olson, Pimyupa W. Praphan, Ben Rafoth, Jose L. Reyes Medina, Guiboke Seong, and Elizabeth (Adelay) Witherite.