The main inferences/conclusions in this article are ? (Identify the key conclusi
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Question
The main inferences/conclusions in this article are ? (Identify the key conclusions the author comes to and presents in the article.)
The key concept(s) we need to understand in this article is (are) AND
By these concepts, the author means (Figure out the most important ideas you must understand to follow the author’s line of reasoning.):
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6. The main assumption(s) underlying the author’s thinking is (are) (Figure out what the author is taking for granted [that might be questioned].):
article -critical thinking concepts and tools by paul and elder
Explanation / Answer
Three Page Review of Virtuoso Teams “Deep Dives and your work teams using Critical Thinking and writing process 100 Points for paper)
Model for Critical Thinking & Writing – For Portfolio Paper According to the Foundation for Critical Thinking, “critical thinking is the art of analyzing and evaluating thinking with a view to improving it.” DCP students will be expected to demonstrate their ability to critically analyze a wide range of business and organizational problems and opportunities. The following critical thinking model can be used to analyze the logic of a concept, article, or reading from a chapter. The use of this model will improve thinking, which in turn will improve and enhance a student’s writing. What is author’s purpose? What key questions are associated with concept, article or reading? The most important information in this article or reading is……. The main inferences/conclusions in this article or reading are….. What important ideas or concepts do we need to understand to grasp the author’s line of reason? What assumptions is the author making? What is the author taking for granted (that might be questioned)? What consequences are likely to follow if people take the author’s line of reasoning seriously? If we fail to take this line of reasoning, the implications are….. The main point(s) of view in this article (is) are…..
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It is thinking which is receptive to and guided by Intellectual Standards, for example, importance, exactness, accuracy, clarity, profundity, and broadness. Without scholarly measures to guide it, thinking can't accomplish greatness. [Note: most supposed "thinking expertise" instructive projects and methodologies have no scholarly standards.
It is thinking that intentionally bolsters the improvement of Intellectual Traits in the scholar, for example, scholarly quietude, scholarly respectability, scholarly tirelessness, scholarly compassion, and scholarly self-restraint, among others. [Note: most "thinking aptitude" projects disregard major scholarly traits.]
It is thinking in which the scholar can recognize the Elements of Thought that are available in all thinking about any issue, such that the mastermind makes the sensible association between the components and the current issue. For instance, the basic scholar will routinely put forth or herself inquiries, for example, these about the subject of the thinking current workload:
What is the motivation behind my thinking?
What exact inquiry am I attempting to reply?
Inside what perspective am I thinking?
What data am I utilizing?
How am I translating that data?
What ideas or thoughts are integral to my thinking?
What conclusions am I coming to?
What am I underestimating, what suppositions am I making?
On the off chance that I acknowledge the conclusions, what are the suggestions?
What might the outcomes be, in the event that I put my idea vigorously?
For every component, the scholar must have the capacity to consider the principles that will reveal insight into the adequacy of her thinking. [Note: Most "thinking expertise" projects overlook most or the greater part of the essential components of thought and the need to apply models to their evaluation.]
It is thinking that is ROUTINELY SELF-ASSESSING, SELF-EXAMINING, and SELF-IMPROVING. The mastermind finds a way to evaluate the different measurements of her thinking, utilizing proper scholarly gauges. [Note: Most "thinking expertise" projects don't underscore understudy self-assessment.] But what is vital to perceive is that if understudies are not evaluating their own particular thinking, they are not thinking basically.
It is thinking in which THERE IS AN INTEGRITY TO THE WHOLE SYSTEM. The mastermind is capable, not just to fundamentally look at her idea in general, additionally to dismantle it, to consider its different parts, also. Besides, the mastermind is focused on thinking inside of an arrangement of interrelated qualities of
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