Critical Thinking in the Context of an Assignment: Think Like Holmes

What does it mean when we think critically in our assignments?  How does that activity lift the level of our grades to show our clear thought?   Well, it's quite simple really.


When we open a paragraph, any paragraph, we open it with a "topic sentence".  The topic sentence guides the paragraph and shows the reader where you are planning to go.  So, if we were writing about Sherlock Holmes or more specifically "A Study in Scarlet"  We were discussing character in terms of the books, we might say that the meeting between Sherlock Holmes and Dr. Watson illustrates the character of both men both and in their possible future.  We might find interesting a quotation from Dr. Watson about the things that Holmes knows and those he did not.  So, when we  we find out that Sherlock has no interest in astronomy & knows nothing about common astronomical principles (c. 1880).  On the other hand he is an expert in chemistry.  We also find out that Watson is going to be, in the detective's parlance, Sherlock's gunsel.  He is not just an ordinary doctor, but a doctor who can kill as well as heal.

Okay, when you look over this you see the importance of details.  We need to know all these things to know what each man is capable of.  However, we also need to know why.  For example, Watson has newly returned from Afghanistan, where he was wounded.  He probably is suffering from PTSD.  He has been hurt and needs to feel useful.  Holmes, while deficient in Astronomy, knows a great deal about the human mind and heart.  In fact, one might say this was definitely a partnership that could do nothing but thrive since they are so clearly meant to be together.

Show your readers how your data makes your arguments come alive.  Think beyond the text.  Think like Holmes.

KB

How not to cheat yourself in the MBA programme, the university and life

When I was working at the University of Manitoba, we used to get a number of papers where plagiarism or poor scholarship was a serious problem.  This was something that my department, which taught an introductory course to first year university students, was extremely active in combating.  One of the things I learned at that point was that plagiarism/poor scholarship most frequently happened when students had not learned good scholarly practices at the beginning of their academic career.  In other words, although they were responsible for cheating, we needed to become very proactive in showing how not to cheat.  In other words, online advice such as this:
http://www2.le.ac.uk/offices/careers/ld/resources/study/avoiding-plagiarism
or this advice from the Indiana University in the US:
http://www.indiana.edu/~wts/pamphlets/plagiarism.shtml
helps students to understand university policies with regard to academic dishonesty.

However, students need to learn to find resources that give them the best information on their subject.  For example, at the University of Leicester students can use the Digital Library here:
http://www2.le.ac.uk/library
Many students have the idea that an essay or an assignment is based solely on information gathered from publications or online resources.  Nothing could be further from the truth.  Assignments rely mainly on the student's interpretation of a source or evidence that is found in these journals.  An instructor wants to see how a student critically interprets the source material they gather.  If a student gathers data from, for example, online sources on Maslow's hierarchy of needs, they have no way of knowing where the person who made this web page gathered their material.  In other words, this material could very well be plagiarized before the student has written a word of their essay.

In my opinion, students fail and plagiarize because they don't realize that their opinion is the most important component of their programme.  Their second problem is a failure to use the correct source materials and use them sparingly as evidence, not as the main body of the text.

KB

Note-making for assignments

What is the purpose of note-making?  Stephen Bailey in "Academic Writing" says that note-making stops us first and foremost from plagiarizing.  I found this statement provocative.  Surely, problems with plagiarizing weren't the main reasons that students need to write notes.  Then I thought about my own note-taking practices.  I first went to university when no students, I mean no students, had computers of any kind.  I used a steno pad to keep notes of the resources I used from the library at University of Toronto.  I keep a record, on this pad, of every reference I used at the library.  Many books didn't even circulate.  You had to keep an accurate record because tracking down a book that you had failed to provide complete references for was an incredible waste of time and effort.

Go forward three years and I was in Teacher's College.  I had assignments in which I played a rather exciting game with the university computer.   I had a friend who had a "Commodore 64".   Three years later, I was in Grad School and the computer and programming was part of the curriculum.  But want does any of this have to do with note-taking or plagiarism?  Everything.

Obviously, when you have no choice you have to write down everything that is important or you can't actually write an essay.  You can't find information easily at your fingertips.  You know if you could, you would still write down where you found this information as a reference.  So, good note-taking practices are instilled in you from the very beginning.

In fact, it's more than that.  Good note-taking ensures that you will see the information you gather in a sequence.  You need to read through the whole article to ensure that you know the point of the article you are reading.  In fact, you know that an article has to present a coherent argument.  If it isn't there, you should consider that this article is not academically worthy and should not be included in your paper.

Students now are very lucky.  Getting information easily is helpful.  However, there are traps for the unwary.  Students who fail to see that they must provide a trail back to their research can face problems such as plagiarism.  Additionally, they will not be able to find this information to help them with their exams.

KB

Is it burned or burnt?

There are some issues that come in discussion.  One, only slightly less popular than when and where to use I/me, is the issue of when and where to use say "burnt" or "burned" or "sleeped" or "slept."  Okay, the second one is easy.  Any English speaker knows that "sleeped" just isn't right.  It sounds wrong; you know in your gut exactly what to do. 

Robert Allen notes in How to Write Better English that two things of extreme importance.  First, you must follow the same format every time.  So, if you write "wept" instead of "weeped", you should always do the same thing throughout the work you're writing.  He also notes that when the word is used as an adjective before a noun, the "t" form is generally preferred.  So, we say "burnt cakes" and "spilt milk".  Again, it important to realize that these forms just sound better.

Here is a list Allen provides that could bear some looking over:

burn                        burned                            burnt
dream                     dreamed                         dreamt
dwell                      dwelled                          dwelt
lean                        leaned                            leant
leap                        leaped                            leapt
learn                       learned                          learnt
smell                      smelled                          smelt
spell                       spelled                           spelt
spoil                       spoiled                           spoilt

These choice of which verb form to take is different say between the UK and Canada.  Normally, in Canada you would say:
I dreamed I returned to Manderley last night.
I spelled the last word incorrectly in the spelling-bell and thus, did not get the prize.

KB

Grammar : Then and than

These are minor mistakes I find constantly in assignments.  Unfortunately, small errors in word use make your work look bad and reduce grades.  Moreover, these are mistakes that are not helped by the use of a spell check programme.  When you use spell check, you have a false sense of security.  I'm not advocating not using spell check; clearly, this course of action would be a mistake.  I've also seen the result of not using spell check, compositions peppered by mistakes and students who apologetically say they didn't "have the time".  No instructor will accept this excuse for not doing better.

So, if spell check won't fix your mistakes, what do you do?  I strongly urge the use of a book such as Advanced Grammar in Use by Martin Hewings (Cambridge Press) which has a disc with good grammar exercises.  Another book, A Canadian Writer's Reference by Diana Hacker is also helpful with another exercise book.  Of course, ultimately I recommend the use of a really good dictionary, "The Oxford Concise" or another large Oxford to help you out.  There are other dictionaries but I recommend the Oxford as time tested and excellent.

Then/Than
Than is a conjunction.  Conjunctions, as Robert Allen says, are "joining words" (Allen, How to Write Better English, 96.  Another way of describing them is as "linking words."  Conjunctions are viewed by many as "sentence connectors".  Many conjunctions join the main clause (the main part of the sentence with the subject & verb) to the rest of the sentence.  In the case of than, the Oxford Dictionary of English states there are three uses of this word:
1. As a comparative - She was much taller than her mother.  or "Jack doesn't know any more than I do." (Oxford Dictionary of English, 1826).  In this instance, the use of "than" is definitely as a conjunction, a subordinate conjunction in the subordinate clause.
2. "Used in expressions of exception or contrast.  He claims not to own anything other than his home."Note: here than is a preposition. (Ibid.)
 3. Indicating one thing happening right after another.  Scarcely was the word completed than it was abandoned. (Ibid.)

Then
When you look at the Oxford Dictionary, it tells us that than and then used to be the same word.  If you look at the third meaning, you can see how this might work.  However, English changes and evolves.  Then is now a completely different word, an adverb connected to time.  We must work in modern, not archaic, English.  An adverb, as you are aware, modifies or describes the action of a verb.
For example:
She bought a pair of red and gold shoes at Lewis' that afternoon then wore them later that night.

One thing happens then another follows it.  This is the nature of then, time.

Critical Thinking Pt. 2: A new way to link material

Fundamentally, the information in your essays, assignments and examinations needs to be linked.  In the last blog we talked about how information is linked in paragraphs like this:
Sentence 1 - A topic sentence that discusses/outlines the information that you are going to discuss in this paragraph
Sentence 2 - A sentence that backs up the topic sentence with evidence or data that illustrates the value of the argument in your first sentence.
Sentence 3 - A sentence that analyzes or examines how the evidence backs up the argument you're making.  This may take 2 sentences.
Sentence 4 - Summarize what you've discussed & anticipate the next argument.

The writing process can be likened to making a strong mesh comprised of appropriate information and good arguments.  In Bloom's Taxonomy, Bloom presents the reader with a hierarchy of learning:

1. Knowledge - This is information, data and details.  The reason the "devil is in the details" is because it is on knowledge that all the rest of learning rests.  This is why it is so important to choose your source materials well and not rely on poor information from the internet or badly written materials.

2. Comprehension - Before you move on you must understand your material and your assigned question.  Students often do not realize the importance of taking time to think though the question.  This help you to discover the information you are going to need before proceeding further.  At this point, students can still fix errors in thinking that later will become issues if they affect assignments.  Moreover, students who understand the topic or question, can be sure that they are using the right data and materials in an assignment.

3. Application - This is shown in every stage of your work.  For example, relevant data quoted in an essay shows the way in which students apply facts to assignments.  Additionally, when a student writes a bibliography for an assignment using bibliography page on Harvard at the University of Leicester, they demonstrate the correct use of this form of citation and use application in their paper.

4. Analysis- This term, analysis, describes and examines the process by which data/evidence is used to backs up the arguments.  Analysis takes place in every paragraph to link data/evidence to the arguments that are presented.

5. Synthesis - Synthesis is a process whereby two forms of information or data are linked together to form a new pattern of thought.  This is really what every good essay should be trying to do.  The new pattern of thought at the end of an assignment or essay should present a new way of looking at things.  Of course, synthesis occurs on many level and becomes more sophisticated das we advance educationally.

6. Evaluation - Evaluation, of course, is something that takes place when an assignment is handed in or an exam is over.  Nevertheless, students who develop deep knowledge about their topic will know the value of their assignments.  Many times I've heard a student say "Well, I knew I hadn't really done my best work" after reviewing a grade.  Similarly, when a student weighs and judges the value of quoted material and chooses only the best quotations, they will find their assignment have added value.

When an assignment or essay includes all of the elements above, knowledge, comprehension, application, analysis, synthesis and evaluation, the student is on the way to thinking critically and understanding more.  

KB

Thinking Critically: Pt. 1 Backing up your Arguments

In the next two posts, we will discuss critical thinking. What is critical thinking? A number of students may receive comments on their written work that it is "too descriptive." On the face of it, description seems like a good thing. How can you have too much description? What does that mean?

Essentially, this term refers to assignments have too much information and lack conclusions and evidence. Evidence, that is quotations and researched information, is important in an essay so that the essay can explain the link between the evidence and the assertion or arguments made in the beginning of the paragraph.  What is evidence? Evidence in an assignment is no different than evidence in a trial. Evidence backs up assertions made in the assignment just like evidence in the court room backs up the assertions of the crown prosecuter or the defense. Usually, an assignment makes assertions in the first sentence of the paragraph or the topic sentence.

Pattern for a Successful Academic Paragraph

Sentence 1 - Topic sentence where the main argument(an assertion) for the paragraph is made.
Sentence 2 - Sentence presents evidence to back up the main argument.
Sentence 3 - An explanation of how the evidence backs up the main argument is made.
Sentence 4 - The final explanation of how the evidence backs up the main argument is made & the sentence anticipates the next argument.
Note: Sometimes, a complex argument may require five sentence paragraphs.

Without evidence and explanation, an assignment lacks critical thinking. In the next posting, we will look at how Bloom's Taxonomy can help students to think critically by showing more complex writing and thinking patterns.