The Assignment Is Divided Into Two Parts In Part I Of The A
The assignment is divided into two parts. In Part I, due Week 2, students are instructed to read an excerpt titled "The Believing Game and How to Make Conflicting Opinions More Fruitful," and review the Procon.org website to gather information. Students will then engage in prewriting activities, focusing on examining their own thoughts regarding an issue chosen from approved topics. The prewriting includes selecting one position on the issue, identifying three reasons opposing that position from the website, and reflecting on each opposing reason through guiding questions about its helpfulness, perceived truth, and conditions under which it might be true. The activity emphasizes clear, organized writing with an introduction, body paragraphs with topic sentences, and a conclusion. It also requires adherence to standard English rules and formatting using Times New Roman font size 12, double spacing, and APA citations and references. A cover page with specific details is also required. The purpose of this exercise is to prepare students for Part II, where they will write a synthesis essay based on these reflections.
Paper For Above instruction
Critical thinking is an essential skill that enables individuals to evaluate information objectively, understand diverse perspectives, and develop reasoned arguments. The initial phase of this assignment involves engaging with foundational texts and sources to lay the groundwork for a more comprehensive understanding of the process of critical thinking. Specifically, students are asked to read "The Believing Game and How to Make Conflicting Opinions More Fruitful," which offers valuable insights into embracing conflicting viewpoints as a means of enriching one's perspective. Additionally, reviewing the Procon.org website compels students to examine real-world issues from multiple angles, sharpening their analytical skills.
In this prewriting activity, students must select an issue from approved topics and identify their position—either for or against. This step is fundamental because it sets the stage for a nuanced analysis of conflicting opinions. Once the position is established, students must identify three premises or reasons listed under the opposing section of the Procon.org website. These reasons represent arguments that challenge the student's stance and serve as a basis for critical examination. For each opposing reason, students are asked to reflect on three questions: What about this view is interesting or helpful? What would I notice if I believed this view? Under what conditions or in what sense might this idea be true? These questions foster open-mindedness and facilitate a deeper understanding of the opposing perspectives, which is crucial for developing critical thinking.
Adherence to academic writing standards is emphasized throughout this assignment. Students are instructed to write in complete sentences, maintain proper grammar and mechanics, and organize their writing with an introduction that presents the issue, body paragraphs that explore each premise and reflection, and a concluding paragraph that summarizes their insights. Proper formatting includes double-spacing, Times New Roman font size 12, and one-inch margins. Citations and references must be formatted according to APA style, underscoring the importance of academic integrity. Additionally, a cover page containing the assignment title, student's name, professor's name, course title, and date must be included but is excluded from the page count.
Conclusion
This prewriting activity is designed to foster critical engagement with complex issues, encouraging students to explore and understand opposing viewpoints thoroughly. By applying the "believing" questions to each argument against their position, students develop empathy and a more nuanced view of contentious topics. The process prepares students for the subsequent step of synthesizing these insights into a well-constructed essay, culminating in a thoughtful and balanced examination of the issue.
References
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- Stanovich, K. E., & West, R. F. (2000). Individual differences in reasoning: Implications for the rationality debate? Behavioural and Brain Sciences, 23(5), 683-734.
- Facione, P. A. (2015). Critical Thinking: What It Is and Why It Counts. Insight Assessment.
- Nussbaum, M. (2010). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press.
- Ennis, R. H. (2011). Critical Thinking: Reflection and Perspective. Inquiry: Critical Thinking Across the Disciplines, 26(1), 4-18.
- Lipman, M. (2003). Thinking in Education. Cambridge University Press.
- Facione, P. (2011). Think Critically. California Academic Press.