Academic Writing and Critical Thinking Relationship
Critical thinking entails the application of logical reasoning to come up with conclusions on controversial issues. According to Lai (2011) background knowledge is necessary though not adequate in critical thinking. This skill should facilitate a good judgement as it is based on a given criteria. There are three levels representing critical thinking: analysis, synthesis and evaluation (Lai, 2011). Critical thinking is primarily rooted under background knowledge, abilities and dispositions.
The role of critical thinking in academic writing can be traced on its objectivity. An academic argument appeals to the use of logical reasoning to come up with sufficient support to the chosen intellectual stand (Fitzmaurice & OāFarrell, 2010). Being critical in academic writing should not be taken as criticizing other works; negativity should be highly avoided. A writer should rather focus on the contribution of other scholars (Lai, 2011). Critical thinking is a key skill to a high scoring essay (Vyncke & College, 2012).
The Purpose of the key Characteristics of Academic Writing
Prospective writers engage in formality to ensure quality works. Academic writing is much of professionalism as compared to leisure. Therefore, it is tied intellectual powers and ability to cognitively analyse ideologies. For perfect academic materials well structured methodologies are vital.
In any given academic work, there is always a given goal to be achieved. The writer is thus required to strive to meet the objective. All ideas in the essay should be channeled to a common thesis. The thoughts should be consistent and well structured to build a common topic. Objectivity translates to effectiveness in any given test.
Critical engagement in academic writing entails putting in to consideration the issues emanating from the subject matter (Strang, 2015). A writer should not only focus on the subject matter but also the issues related to it. However, irrelevancy should be avoided to ensure a good build up of the topic. Logical reasoning ensures proficiency in writing.
Academic writing involves an extensive research on the subject matter. Writers should display their command in the given topic by providing a background information on the subject. This provides the instructor with more knowledge making the work more outstanding. The address to external factors eases the rate of understanding the essay. Through this the writer responds to wider scholarship claims.
At the end of any academic work, any work cited should be recorded under references. This is meant to show appreciation to any source of information used. References are sources of evidence used to reach a certain conclusion. They are necessary in case the reader of the work requires more information on the subject matter.
The role of Critical Thinking In the characteristics of Academic Writing
The formal nature of academic writing can be attributed to critical thinking by putting in to consideration the careful choice of the language to be used. Writers need to meet the expectations of the tutors for a successful writing. The tone and attitude should be examined critically to understand the possible perceptions and avoid misunderstandings. Academic writers should adopt a formal tone and avoid certain clauses that may disgust the instructor. For more academic sounding articles, contractions and slang should be avoided. The set methodology and dispositions should be strictly adhered to.Objectivity towards the subject matter should be considered. Personal opinions should be avoided as only a few tasks requires such. Opinions are at times relevant but should be in line with the subject matter. Emphasis should be laid on research basis and evidence. Being objective earns an essay more credit.
Academic writing entails an extensive evaluation of a given argument. A test should be done to ascertain the credibility of the results. For a more reliable report, the writer must critically evaluate and weigh the possible outcomes. Each conclusion should be accompanied by tangible evidence based on ration (Milena & Stella, 2010).
The manner through which academic writing responds to a query demands an abstract point of view. The response should address wider scholarship claims. It should provide a counterargumentĀ in the cases of different views. The essay at this should adopt a conversational dimension to address the oppositional ideas. This is meant to deal with any objection which might arise (Project, 2012). This can only be achieved though critical examination of ideas.
Finally, citation should also be hand in hand with the content. The worth of a reference should be carefully selected to suit the context and avoid irrelevance. The meaning of the citation should be clearly stated and explained. Evidence does not speak by itself thus a relationship should be drawn to satisfy the argument (Fitzmaurice & OāFarrell, 2010).
Conclusion
In conclusion, critical thinking is very crucial to every individual engaging in academic writing. Learners should be trained on critical thinking to form a basis for future application. Open mindedness is a key factor in developing critical thinking. Open ended questions are necessary tools of developing critical thinking. Teaching practices should be authentic and contextual. They should be far much beyond recalling and restating what has been taught. Logical arguments should be demanded and rote-learning discouraged.
References
Elsevier Ltd. (n.d.). 2017, https://www.ncbi.nlm.nih.gov/pubmed/21807442
Edinburgh, T. U. (2016, July 20). The University of Edinburgh 2017. Institute for Academic Development: http://www.ed.ac.uk/institute-academic-development/postgraduate/taught/learning-resources/critical
Fitzmaurice, D. M., & OāFarrell, D. C. (2010). Developing your academic writing skills:. New York: Pearson Longman.
G1, B. (2011, July 31). Elsevier Ltd. Retrieved February 24, 2017, from Promoting critical thinking and academic writing skills in nurse education: https://www.ncbi.nlm.nih.gov/pubmed/21807442
Lai, E. R. (2011). Critical Thinking: A Literature Review. New York: Pearson.
Milena, A., & Stella, L. (2010). Collaborative Writing to Enhance Academic Writing. HOW, A Colombian Journal for Teachers of English, 103-148.
Project, R. D. (2012). Six Features of Academic Writing:. Instructor Resources – Skills: Writing, 10-13.
Strang, T. (2015, March 17). Achievement and Outcomes, Learning Outcomes. Critical Thinking Skills for Academic Writing: Three Activities: https://blog.cengage.com/critical-thinking-skills-for-academic-writing-three-activities/
Vyncke, M., & College, K. (2012). The Concept and Practice of. London: Kingās College London.
