In his critical article, William Golding contends that there are three grades of thinking and that “nine-tenths of the population” does not engage in the higher grades. He supports his contention by weaving in baroque syntax, featuring demiurgic imagery, and touting audacious diction. Golding’s purpose is to explain the grades of thinking by characterizing all three in order to urge the audience to think more critically in the higher grades. He embraces a cavillous tone (“conversion of the world to my way of thinking might be difficult,”) that reaches out to educated travelers and readers of the Holiday.
Appendix:
1. Rhetorical Strategy: Syntax
Example(s):
a. “No, I didn’t think, wasn’t thinking, couldn’t think—I was simply waiting in anguish
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Sentences where conjunctions are excluded make the flow of the writing more urgent and aggressive. This allows the reader to connect with Golding because the reader can also be frustrated with thinking which leads to a change in their thinking process. Cumulative sentences provide information after a stated idea. After these extra details, Golding uses the conjunction “but” to contradict what he initially proclaimed. The reader is able to feel confident in Golding’s writing because of the holistic view he provides and actions will be more likely taken towards higher grade …show more content…
By using examples like repetitious cows and rotten apples, which the reader interprets as negative and dull, Golding emphasizes why thinking grades three and two are easier and not as acclaimed nor challenging as grade one. Grade one thinkers are active in their pursuit of information even when the future is uncertain; nature drives them forward. With this information, the reader gains insight to the highest thinking grade which propels them forward with their thoughts.
2. Rhetorical Strategy: Diction
Example(s):
a. “clairvoyance” (para. 27). Intuitive knowledge
b. “intolerant contempt and an incautious mockery” (para. 29). Feeling negative, insultive
c. “portentous” (para. 34). Ominously significant or indicative
Link to Argument: Powerful word choice gives the reader passion for Golding’s purpose because of how the words stir at their drive for improvement. At young ages, people have the ability to be intuitive about the thoughts of others even if those thoughts are only grade three. Golding emphasizes that understanding the importance of valuing all thought, no matter the initial negative regards, because grade one thinking takes time to come to fruition. The reader knows something but not everything; however, Golding gets them to believe in the power of their own thoughts if an effort is made to upgrade
Jonathan Kozol revealed the early period’s situation of education in American schools in his article Savage Inequalities. It seems like during that period, the inequality existed everywhere and no one had the ability to change it; however, Kozol tried his best to turn around this situation and keep track of all he saw. In the article, he used rhetorical strategies effectively to describe what he saw in that situation, such as pathos, logos and ethos.
The journey begins at the heart of the matter, with a street smart kid failing in school. This is done to establish some common ground with his intended audience, educators. Since Graff is an educator himself, an English professor at the University of Illinois in Chicago, he understands the frustrations of having a student “who is so intelligent about so many things in life [and yet] seems unable to apply that intelligence to academic work” (380). Furthermore, Graff blames schools for not utilizing street smarts as a tool to help improve academics; mainly due to an assumption that some subjects are more inherently intellectual than others. Graff then logically points out a lack of connection “between any text or subject and the educational depth and weight of the discussion it can generate” (381). He exemplifies this point by suggesting that any real intellectual could provoke thoughtful questions from any subject, while a buffoon can render the most robust subjects bland. Thus, he is effectively using logic and emotion to imply that educators should be able to approach any subject critically, even non-traditional subjects, lest they risk being labeled a buffoon.
Traditional theories of intelligence do not account for the ambiguity of classes such as philosophy or for the wide range of interests a child can have. For example, contemporary theories such as Sternberg’s Theory of Intelligence and Gardner’s Theory of Multiple Intelligences both account for more than the general intelligence accounted for in traditional intelligence theories. According to Robert Sternberg’s Successful (Triarchic) Theory of Intelligence, are Hector’s difficulties in philosophy indicative of future difficulties in the business world? According to Sternberg’s Theory of Intelligence, Hector’s difficulty in philosophy will not negatively affect his future. Sternberg would instead focus on elements of successful intelligence like Hector’s involvement and contribution as an individual, as opposed to relying on intelligence measured by tests.
In education, critical thinking is a student’s ability to analyze and evaluate an issue to a certain specificity in order to form a conclusion. Intelligence places limitations on self-growth but adaptability provides insurance for instances when experience have no effect because “you can count on your ability to learn, and nowhere is that more important than when what you’ve learned in the past no longer suffices for the future” (67). Teaching goes beyond reinforcing intelligence; it is also a mechanism for developing critical thinking skills. Experience and memory has its limitations in fostering systematic thinking but the addition of adaptability gives an individual the drive to go beyond their reach. Students have relatively few experiences that affect their education but has humans they have the basic need to evolve. This comes through when prior experiences can no longer influence a student’s educational progress. There comes a time when it is necessary for a scholar to think past their boundaries. Adaptability makes this possible because it allows an individual to change their mindset so that it will fit their circumstance. As a basic, human necessity, adaptation does not need to develop but a person must be placed in an environment where their adjustability can grow. Sacks discusses the memoir of Zoltan Torey, a man who was advised to take a conventional approach to blindness therapy by maneuvering his focus to an “auditory mode of adjustment” (332). Yet, rather than limit his options, Torey “had moved in the opposite direction, resolving to develop instead his inner eye, his power of visual imagery” (332). If he had been unsuccessful in his attempt, Torey would not only have lost his ability to see, but he also would have lost any chance of developing his auditory sense as a form of compensation. Placed in a situation with limited options, Torey redefined his
This novel can easily be compared to the topics I’ve learned about in class. Topics covered in the classroom are the importance of thinking critically about things in day-to-day life. Levitt’s and Dubner’s book is an excellent example of the things that can be produced from thinking critically about the world around us. Being a critical thinker aids people in making intelligent and educated decisions.
To describe Critical Thinking (CT) as a “Higher-order skill” is to put it mildly. After spending twelve hours reading this week’s assigned articles and a great deal more on the subject of CT, I still feel like a first-grader being asked to solve a calculus equation. To paraphrase Tim van Gelder, learning CT skills is hard and a life-time journey. It is not enough to know the concepts, the student must actively practice CT themselves to improve their understanding (2004). I first became a critical thinker in third grade, after moving to London. As an American child, I had been taught that important history began in 1776, a history measured in hundreds of years. In England I saw a history measured in thousands of years and was taught the opposing
Want that summer bod? Or clean out your system? Many athletes, or those trying to shed those extra pounds try to find the next diet.The next superfood. The next cleanse.To have their dream body. They have a clean diet and a well-planned exercise routine, but it is not enough. Which is why many steer towards juice cleanses. Ben Greenfield interviews athlete and owner of Organifi Drew Canole, about why juice cleanses are bad for you and the actions to take to correct your juicing.Throughout the article Ben persuades the audience using ethos and pathos, that if you are going to juice do it the right way.
Paul, R. and Elder, L., (2008). The Miniature Guide to Critical Thinking-Concepts and Tools, 5th. Ed., Foundation for Critical Thinking Press: Dillon Beach, CA
22) in order to use critical thinking. The difficulty that I faced is definitely solvable. With this insightful guideline, I will become a critical thinker. Preparation is the foundation of success; it reflects on my characteristics and work ethics as a student. It also clears the road block in my mind to become a better critical thinker and is beneficial in the future. After reading the short section on what critical thinking involves, I feel that I am already a different critical thinker. I immediately began to analyze and seek additional information that would help me succeed on writing this paper assignment. Most importantly, I learned the closet meaning of critical thinking and what I need to do to become a better critical thinker.
To silence the hate does not make it go away it causes it fester in the shadows. In Ma’s recent work she places the opinion of critical theorist “like Lawrence have long argued from perspective victims. How can we diagnose the disease and prescribe a cure without listing to the patient? (Ma 702). The critical theorist such as Lawrence think that hate must be heard and then addressed. This listening Lawrence puts forward allows for the pulse of racism in America opposing views must be heard no matter how horrible their thoughts are. A result of opening up the speech is that it is these men will find a way to be heard. Men such as Milo know how to get attention this is because he is “A self-described troll, Yiannopoulos has drawn criticism
This early definition of critical thinking was crucial to the development and survival of scholars and philosophers of that time. In comparison, Paul and Elder (2002:119-122) direct students toward developing intellectual standards that include self-evaluation and avoiding prejudice while constantly questioning importance and relevance with everything being read, studied and listened to. Xander Hamilton-Reeves (2009 online) offers a more simplistic definition of ‘filtering information in ...
Brown, M. &. (2000). Critical thinking: Asking the right questions. Upper Saddle River, NJ: Peason Custom Publishing.
She explains how her son was just pushed through school. “Our youngest, a world-class charmer, did litter to develop his intellectual talent but always got by” (559). He got through school by being a good kid, he was quiet and didn’t get in trouble. This was how he made it to his senior year until Mrs. Stifter’s English class. Her son sat in the back of the room talking to his friends; and when Mary told her to just move him “believing the embarrassment would get him to settle down” (559) Mrs. Stifter just told her “I don’t move seniors I flunk them” (559). This opened Mary’s eyes that her son would have to actually apply himself to pass. He wouldn’t be handed a passing grade. After the meeting with her son teacher, she told her son if you don’t try you will fail, making him actually apply himself. This made Mary understand that Failure is a form of positive teaching tool. Only because her son had to work for it and, now he actually came out of high school with a form of
Browne, M., Keeley, S., McCall Jr., M. & Kaplan, R. (1998) Readings in Critical Thinking, New Jersey: Pearson Custom Publishing.
Lipman, M. (1995). Critical thinking - what can it be? In A. Ornstein & L. Behar (Eds.) Contemporary issues in curriculum,pp. 145-152.