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Literary Analysis
Developing critical thinking
Functions of language in critical thinking
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Language and language diversity play a significant role in critical thinking and its processes. Language is the main device we use as humans to communicate through symbols what we think, experience or feel. Language is also one of the primary methods of transmitting culture. Language diversity is important to critical thinking because of the close relationship between language and culture. Language is used diversely by different cultures, with what is deemed appropriate in one culture often being thought of as inappropriate in another culture. Culture, then, often shapes language both in its use and in what we view to be "normal" language. Close reading consists of exploring language in ways that increase critical thinking skills. For example, we often analyze the logic of what we read, as not all pieces of writing are similarly logical or valid. When reading language in a piece of writing, we must often determine the author's main idea or thesis. Through practice of close reading of language, we develop critical thinking skills like analysis, logic, deduction and others. We also come to appreciate language diversity and the ways our own cultural language biases can undermine critical language. For example, we might have a tendency to evaluate an African American or Spanish writer's language from our own cultural experiences and norms. This might lead to bias and illogical conclusions as to meaning or expression. Linda Elder and Richard Paul (2004, p. 37) argue that the close reading of language helps enhance the critical thinking process in the following ways:
· Understanding your purpose in reading and an author's purpose in writing
· Seeing ideas in a text as being interconnected
· Looking for and understandin...
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...oals. Biased arguments would also fail to convince those audience members with honed critical thinking skills. For example, if I had a bad experience with a teacher and told my audience, "All teachers suck," I would be making an emotional appeal that is illogical and biased. If I said instead, "Some teacher's do a really poor job," I would not be being biased, making a sweeping generalization, or basing my communication on my emotions and mood. In this manner, the more one has honed their critical thinking skills, the more one is able to put together convincing arguments or adopt positions that persuade others as to their validity.
References
Language technology. (2004, Dec). Technology & Children, 9(2), 11-12.
Elder, L., & Paul, R. (2004, Winter). Critical thinking and the art of close reading, part IV. Journal of Developmental Education, 28(2), 36-37.
The article, “Critical Thinking? You Need Knowledge” by Diane Ravitch, discusses how in the past people have been deprived from the thinking process and abstract thinking skills. Students need to be given more retainable knowledge by their teachers to improve their critical thinking skills. (Ravitch).
Colombo introduces his section on critical thinking by asking a question “Why do instructors mean when they tell to think critically?” (2). His point is that we should no just focus on the surface meaning. He uses the example of the cover of our Rereading America textbook. He says that the average student from the United States may just believe that the book only applies to the United States. When a student from anny other country in the Western Hemisphere might complain that the title reflects a discriminatory view of what it maens to be an American. Since America contains all the countries of North, South, and Central America. He goes on to explain that most think they want us to ask questions rather than just relay the text back through memorization. That kind of thinking is nearly useless in the real world. What job is there that all you do is relay data back? There are almost none of these
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...
“The Ethics of Close Reading: Close Encounters” is an article written by Jane Gallop for the 2000 Journal of Curriculum. It discusses the topic of close reading itself, the social impact of the concept, the ethical aspect of reading, and the various ways close reading can be applied to daily life. The term “close reading” is used in the article more than fifty-one times, and defined on twelve separate occasions, generally being defined as, “looking at what is actually on the page, reading the text itself, rather than some idea “behind the text.” It means noticing things in the writing, things in the writing that stand out” (Gallop p.7).
Our five senses –sight, hearing, smell, taste and touch help the ways in which we perceive the world around us. And while they seem to work independently at time they can effect each other and the way we comprehend something. Seeing something pretty, touching something soft, eating something cold and smelling something rotten are the sense we use to connect with the world around us and will all effect how we move forward in that situation. When you look at the top picture say the color of the word not the word itself. It is harder than it seems and takes a little practice to do it efficiently. It is because we see the spelling we were taught not the color it was written in. It is hard to process it the other way, but not impossible. Take the bottom picture for another example is this a
A huge part of being able to critically think is expanding horizons and going outside of comfort zones. Each person has a bias based on their walk of life. Which, is why each individual sees the world differently. Being born outside of the United States has definitely given me a different lens through which I see the world than my native peers. Growing up in a conservative Mexican household my customs and traditions have definitely shaped my thinking process. I was raised to believe the woman is submissive to the man, and her duty was to cater to his each and every need. It wasn't until I came to America when that ideology began to be a point of challenge. A shift in my thinking was made when I saw the power and abilities the independent American
"Reading." The Gale Encyclopedia of Childhood and Adolescence. Ed. Jerome Kagan and Susan B. Gall. Online Edition. Detroit: Gale, 2007.
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
Yildirim, B. & Ozkahraman, S. (2011). Critical Thinking in Nursing and Learning Styles. 1. Retrieved from http://www.ijhssnet.com/journals/Vol_1_No_18_Special_Issue/15.pdf
“Language is understood to be a distinguishing feature of human beings, and many believe that it is through language that we express our humanity, shape reality, and bring knowledge into being and to others.” (Phillips) As a trainer, I teach people the importance of what we say and how we say it. Language diversity goes beyond knowing a variety of languages, such as Spanish, French and German. It is about using a variety of words and phrases that will suite a particular situation. Language plays a significant role in the critical thinking process because it not only portrays the thoughts of the speaker or writer, but it also tells the receiver of the message how to feel. Language and critical thinking marry especially when one is tackling the art of persuasion. As this paper continues, one will be able to determine the relationship between language and critical thinking.
Finn, P. (2011). Critical thinking: knowledge and skills for evidence-based practice. Language, Speech & Hearing Services In Schools,42(1), 69-72. doi:10.1044/0161-1461(2010/09-0037)
As Frye (1986) quotes, “the vast majority of things we hear today are prejudices and clichés, simply verbal formulas that have no thought behind them but are put up as a pretence of thinking”. This is still incredibly true today. Prejudice is defined as “a negative feeling toward a group based on faulty generalization…something we think and feel” (Bergen, 154-155). With no concept of how to critically evaluate one’s prejudices, there will be no change in problematic thinking. Thus, in order to address society’s and one’s own prejudices, critical thinking must be incorporated, which can be fostered by a diverse
Knowledge is generated through critical and creative thinking. Creative thinking is something new or original that is created with value. Critical thinking is a type of thinking that questions assumptions and validates or invalidates a current belief or something that is said to be previously true. Knowledge is created through the culmination of generally accepted assumptions and creativity. How do you separate general assumptions and creativity? These two types of thinking can be easily separated in regards to concrete or realistic ideas compared to abstract or original ideas however to generate new, acceptable knowledge critical and creative thinking must interact together. The questioning of established beliefs with the creation of unorthodox new ideas will expose the most beneficial knowledge for the world.
For example, a teacher could perfectly pass on the necessary knowledge to a student to pass a test and advance to the next level or class. But if that same teacher could nurture critical thinking skills to that same student, she would be giving his a true education that he will carry forever. Memorizing facts is a great skill, don’t get the wrong idea, but this skill has a limit to short-term time spans if the knowledge is not used constantly. With critical thinking this is not the case. An individual will be able to assess the validity of the information provide or that he has gathered and apply this information to solve any problem given. This will allow you to process information and take more logical decision. “A person with critical thinking skills is capable of upgrading his own knowledge and can easily engage in independent self-learning. He can find connections between diverse streams and pieces of knowledge and can assess the value of the information he acquires.” 1 This tells us that an individual with critical thinking skills is capable of judging to a certain extend what fragments of information he needs without being distracted by whatever information he will not find useful. With critical thinking, an individual and improve himself time and time
Taking a close look at a text takes much more than looking at words or fining word and phrases to answer questions. Close reading is define as the mindful, disciplined reading of an object with a view to deeper understanding of its meaning (Cummins, 2013). According to Fisher & Frey (2012), the practice of close reading is not a new one, and in fact has existed for many decades as the practice of reading a text for a level of detail not used in everyday reading. Therefore, teachers need to foster this skill on students in early stages of literacy skill to become proficient in comprehension. In order for students to examine complex text, teachers need to model and guide them through various strategies that would support their understanding