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Creativity & Critical Thinking
Creativity & Critical Thinking
Creativity & Critical Thinking
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Originally appearing on the blog “Good Writer, Bad Writer,” the post called “The Five-paragraph Fix” was written by Shaun Patrick Doyle, a Writing Consultant at Cornell University. It is a unique approach in presenting the argument of lengthy crtical thinking papers being easier than, what many claim to be more of a comfortable writing, a short 1-2 page paper. The author of this blog makes a personal realization of why he used to believe long essays are harder and how that belief has changed as he grew out of the five-paragraph structure of writing a paper. Writing long papers require hard work in coming up with the argument and brainstorming deeper questions that allow you to know the topic you are discussing in depth, but once you have developed strong research it is easy to meet the required word count for those lengthy critical papers. …show more content…
Thinking critically to avoid relating your argument to only your belief is hard for writers to learn because we “rarely see good examples of it in our culture.” When you write as a critical thinker it allows writing longer in depth essays a lot easier because you have more information to present to your audience. In order to begin to develop depth in your research, Shaun Patrick Doyle claims that you must “recognize what [you] don’t understand.” Once you develop more research through websites, news articles, textbooks etc. you are able to find facts that contradict the other side of the argument to make your statement more trustworthy to the reader. You then get to this point of contradiction where you begin to be able to understand things in a simplified way and as this article states, “if we go into depth to change our mind, we probably are going to have grounds to go into depth and change the mind of our
In an excerpt of Unteaching the Five-Paragraph Essay," Marie Foley reveals how the Five-Paragraph Essay formula contradicts writing instructor's most basic goals. Foley shows that the formula deters from generating individual thinking. In today's society, essays are used by millions of people in order to express their different ideas. The Five-Paragraph Essay formula was originally developed to help retain the efficiency and clarity of the essay. Foley, however, believes that this process eventually separates the student from his or her written expression and should be used only as a first step tool for beginning student writers. Foley insists that the formula blocks discovery, squelches authenticity and undermines the reader's need for coherence. Foley shows that patterns of organization and more natural thinking can benefit the student.
“Unteaching the Five Paragraph Essay” by Marie Foley demonstrates how a five paragraph essay formula disturbs the thought process of the students and limits what they can write. A five paragraph essay is an introduction with the main idea, with three supporting topics showing the relationship to the main idea, and a conclusion summarizing the entire essay. Foley argues that this formula forces students to fill in the blank and meet a certain a word limit. She noted that this formula was intended for teachers in the education system to teach an overcrowded class how to write. While it is beneficial for the first-time students learning how to write. In the long run, this standard destroys any free style writing, new connections between a topic,
The five-paragraph essay is perhaps the only kind of essay many students hear about. Argumentative essays, research papers, and even book reports have a tendency to fall into that formula strictly and allow for little flexibility. This can be a tedious and boring process, as John Warner’s fervent argument insists. However, Kerri Smith demonstrates a stronger argument with her defense of the five-paragraph essay by emphasizing throughout that it is simply a building block for more elaborate essays and by using credible influencers that prove her point effectively.
However, though John Warner’s argument is strong, Kerri smith’s argument is stronger. In Kerri Smith’s article “In Defense of the Five-Paragraph Essay,” She claims that the five-paragraph essay should stay taught in schools as a guideline for a well-structured essay. She explains the five-paragraph essay as an “introduce-develop-conclude structure” that even great expository writing follows this structure (Smith 16). She purposefully communicates to her audience this idea to show that this structure gives students the knowledge and capability to write a professional essay. The five-paragraph essay includes the three key points to have a well-structured and organized essay. By mentioning that other great writers use this form of structure, she creates a stronger argument as to why the five-paragraph essay is important to education. She continues her article by explaining her early stages of writing and how she was taught; over time, her teachers would show her new ways to improve her writing which, in the end, she was told to think “of those five paragraphs simply as a mode of organization” (Smith
We would do research on a subject or a person, and write about them. We, once again, were not allowed to be unique in our writing or think creatively or critically. This is the time when I was taught the five paragraph essay. As stated in Gray’s article, the five paragraph essay is detrimental to students’ writing. This format for writing is damaging because it doesn’t allow students to express their own ideas about a topic. It does not allow for any creativity or uniqueness in a paper. In tenth grade, I wrote many papers for my English class, but I never once got an A on them. I was led to believe that my writing was weak because I could not relate to what I was writing about. I did not have any emotional connection to the research papers I had to write, and it made it harder for me to write them. I had grown up not being allowed to think critically, and therefore, my papers in high school lacked creativity and deeper
Rereading America: Cultural Contexts for Critical Thinking and Writing written by; Gary Colombo, Robert Cullen, and Bonnie Lisle, Eighth Edition, published April, 2007 by Bedford/St. Martin’s, is a textbook about writing and critical thinking. In the first chapter of Rereading America: Cultural Contexts for Critical Thinking and Writing, “Thinking Critically, Challenging Cultural Myths”, the Authors begin by setting a relatable scene of what it’s like for a college student. How a new found independence can be overwhelming, especially with regards to critical thinking, showing that what we have learned, needs to be re-evaluated and that an open mind in essential. "What Is Critical Thinking" In this section of the chapter the editors explain what it means to be a critical thinker. They explain that critical thinking is not just studying dates and facts, but rather taking those facts and examining them. The editors then proceed by explaining how having an open mind, and taking others' perspectives into account when formulating our own opinions on what the author is trying to say to us is important. A critical thinker takes all aspects into account and reflects on personal experience as well. The editors also point out that different cultural experiences bring different opinions. They suggest that we need to become active learners, continuously questioning the meaning behind everything, testing not only the theories of others but also our own experiences and analyzing the text rather than going for the obvious. They show that thinking outside the box is the epitome of critical thinking. Basically, we need to step outside our comfort zones and what we have always been taught. The editors also suggest that we need to re-evaluate our per...
...sking the right questions, never taking what someone says as truth just because they say it. To be inquisitive and ask the right questions is to gain knowledge and to not have false beliefs of about the world around you.
I am a critical thinker because every time I encounter or observe a problem that required me to intervene or provide solution, I usually analyze what the problem is, evaluate the fact or data I gather during my analysis, think about possible interventions and evaluate all the possible outcomes of whatever interventions I choose, then I provide rationale for each intervention and decide on the best and most appropriate solution to the problem. This is what critical thinking is all about; to be able analyze what is observed or encountered and make informed and well thought out decision about the issue at hand.
Writing is one of the most powerful tools of communication ever created. Contrary to what most think, modern generations have been exposed to more reading and writing, thanks to social media and other non-traditional sources. Although more Americans have been reading due to these other forms of media, not all of these media produce quality critical writing. Ultimately, critical writing involves thoroughly supporting one 's argument, making readers re-examine their own personal views and recognizing that one 's own argument is not foolproof.
When I began writing papers, I was in the seventh grade. Every week we had to write a five paragraph essay with a long list of requirements. At the start, it was very stressful trying to write an entire 5 paragraph essay in one week. However, by the end of the year, I discovered how to quickly and effectively write my paper. I would start my paper every week by making an outline. My introduction would start out by listing all the points that I was going to mention in my paper including my attention grabber and thesis statement. Each of the three body paragraphs would start out with an introduction sentence leading into the paragraph with 3 supporting details to follow. Each paragraph would end with a way to tie in the next point in my
People who are educated about thinking critically are often more likely to be more involved in community events such as charity events, town meetings, and voting. Critical thinkers are more likely to discuss controversial topics such as politics and public policy, making them more involved citizens (Critical Thinking Explained). Isn’t this the type of society that we want to live in, one where people care enough to be involved? Most people want to be involved, but how can they if they are not informed about what’s going on around them. More importantly, how can people be informed if they don’t care to know what’s around them? Thinking critically encourages people to think about topics from other viewpoints, it helps them learn, and it helps them care...
Critical thinking is taking the information that you receive from the media or any source of information, and analyzing it to determine its value. By determining it's value, I mean differentiating between useful, cogent, information that will help you build your knowledge structures, and information that could be fallacious, and doesn't have sufficient evidence or support to be cogent. Information is the key element in developing knowledge structures. Information can help an individual, but only if he is able to differentiate between useful information, and useless information. Critical thinking embodies media literacy, cogent reasoning, and development of knowledge structures. A critical thinker takes an active role in processing the information that he receives to determine its value, while somebody who isn't a critical thinker passively receives information without questioning its value.
None of us think critically all the time. Well-cultivated thinkers communicate effectively among others in solving complex problems and other matters in question. In short, creative and critical thinking is all about ones’ self (self corrective, self discipline, self directed).
Critical thinking as a skill also affects one’s ability to be creative and while creative thinking is an attribute that aids one’s ability to think critically, it contributes to the different levels of critical thinking and how a person structures their thinking patterns to adapt to their environment whether it be in a competition, writing tests or just a general conversation et cetera. Critical thinking when acquired at an early age gives the person an advantage to have a larger capacity to process larger amounts of information at rates that are abnormal to normal humans. Critical thinking requires one to be motivated to accomplish any task they wish for and can be used in everyday life to accomplish any tasks that anyone may face. Critical thinking also allows one to work out where and how to look for information as it tends to get harder and harder to access information if one only bases themselves in one direction of thinking (Allen, 1997). Critical thinking also aids one to understand and to know which information is best needed for the work that is being done. Critical thinking also