Each Reflection Paper Should Take An Issue Or Topic From The

Each Reflection Paper Should Take An Issue Or Topic From the Assigned

Each reflection paper should take an issue or topic from the assigned reading and develop your own thoughts into a coherent, well-considered paper. These papers are not intended to be research papers, but rather to give you an opportunity to interrogate the readings, challenging their assumptions, and to practice critical thinking skills. These papers must be limited to one single-spaced page with reasonable font size and margins and must be handed in at the beginning of the designated class; no late papers will be accepted for any reason. You are expected to hand in four reflection papers throughout the course, but I will throw out the lowest grade of the four; in other words, each paper is worth ten percent of your final grade.

A few things to keep in mind. First, I am looking for your own voice in these papers. Your first paragraph should succinctly name the issue you’re addressing; the rest of the paper should be your own interrogation of that issue. I am not looking for a summary of the readings; I’ve already read them and know that you have, too. Keep in mind, though, that I’m looking for your voice in analysis, not your unsubstantiated “opinion.” In other words, I want to know more than just what you think of a reading (your opinion), but also why you think what you do.

In order to do this, you need to provide evidence to back up your claims: quotes from the reading, examples, logical fallacies, etc. This will be much more successful if you focus on one specific issue within the readings. A clear critique – whether positive or negative, or asking new questions – of a single idea is far more effective than a general, superficial reaction to a larger set of ideas. Don’t try to tackle too much in these papers. If you find one page is not enough space to make your point, then you need to choose a more focused issue; likewise, if you feel you need to cover more than one issue, you’re not going into enough depth on the issue you’ve chosen.

One-page papers require very careful, concise writing – pay attention to your language so that you can communicate as clearly as possible. Reflection papers must be on the readings that immediately precede their due date, as listed below. The readings available to write on for a given paper may change if the overall calendar changes. As always, feel free to contact me with any questions you may have.

Paper For Above instruction

This reflection paper tackles the importance of critical engagement with assigned readings in academic writing, emphasizing the development of personal analytical voice within constrained space. The core challenge lies in balancing succinctness with depth, necessitating careful topic selection and rigorous evidence-based analysis. By focusing on a specific issue from the readings, students can cultivate nuanced insights that demonstrate both comprehension and critical thinking.

The emphasis on concise, well-structured writing underscores the importance of clarity and precision in academic reflection. Rather than summarizing content, students are encouraged to interrogate ideas, question assumptions, and provide substantiated critiques; quotations, examples, and logical analysis are vital tools in this process. The requirement to focus on a single issue not only prevents superficial coverage but also enhances depth, enabling students to explore complexities more thoroughly within the limited page space.

This assignment aims to foster critical thinking and articulate argumentation, skills essential to academic growth. The limitations imposed by the one-page requirement challenge students to distill their thoughts effectively, honing their ability to communicate complex ideas clearly and succinctly. Regular feedback and adherence to deadlines further reinforce discipline and intellectual rigor. Overall, this reflection exercise nurtures analytical confidence and articulates personal insights rooted in textual evidence.

References

• Berlin, I. (1994). The crooked timber of humanity: Essays in political philosophy. Princeton University Press.
• Dewey, J. (1910). How we think. D.C. Heath & Co.
• Fischer, J. M., & Ravizza, M. (1992). Ethics: The fundamental questions. Belmont, CA: Wadsworth.
• Kuhn, T. S. (1962). The structure of scientific revolutions. University of Chicago Press.
• Paul, R., & Elder, L. (2006). Critical thinking: Tools for taking charge of your learning and your life. Pearson Education.
• Scriven, M., & Paul, R. (1987). Defining critical thinking. The Critical Thinking Community.
• Paul, R., & Elder, L. (2014). The miniatures of critical thinking. Foundation for Critical Thinking.
• Toulmin, S. (1958). The uses of argument. Cambridge University Press.
• Williams, M., & Burgess, A. (2008). Writing the university: A guide for students. London: Routledge.
• Willingham, D. T. (2009). Why students love and hate school: Using psychology to improve education. Jossey-Bass.