Learners develop academic literacy skills through content, images and video from National Geographic. This innovative series provides learners with a pathway to success! Academic reading skills and strategies embedded in the unit tasks prepare students to access a variety of realistic academic texts. Step-by-step writing instruction with integrated grammar and vocabulary provides instruction and practice on a variety of rhetorical forms. Consistent Integrated critical thinking tasks develop learners' ability to evaluate, analyze, and synthesize information from a wide range of sources.
National Geographic articles, video, maps, and graphs engage students with academic content in a variety of genres and formats. Clear connections between reading and writing skills help students become more effective readers and writers. Academic reading skills and strategies, embedded in the unit Academic reading skills and strategies, embedded in the unit tasks, prepare students to comprehend a variety of realistic academic texts. Step-by-step writing instruction, with integrated grammar and vocabulary, provides practice of a variety of rhetorical forms modeled on the academic classroom.
When evaluating information or an argument, ask yourself the following:. The ability to infer and draw conclusions based on the information presented to you is another important skill for mastering critical thinking. The ability to infer allows you to extrapolate and discover potential outcomes when assessing a scenario. It is also important to note that not all inferences will be correct.
For example, if you read that someone weighs pounds, you might infer they are overweight or unhealthy. Other data points like height and body composition, however, may alter that conclusion. How to improve: An inference is an educated guess, and your ability to infer correctly can be polished by making a conscious effort to gather as much information as possible before jumping to conclusions.
When faced with a new scenario or situation to evaluate, first try skimming for clues—things like headlines, images and prominently featured statistics—and then make a point to ask yourself what you think is going on. One of the most challenging parts of thinking critically during a challenging scenario is figuring out what information is the most important for your consideration.
Are you tasked with finding a solution? Should you be identifying a trend? If you figure out your end goal, you can use this to inform your judgement of what is relevant. Even with a clear objective, however, it can still be difficult to determine what information is truly relevant. One strategy for combating this is to make a physical list of data points ranked in order of relevance.
From there, you can narrow your focus on the less clear-cut topics that reside in the middle of your list for further evaluation.
As we get older, it can be easier to get in the habit of keeping that impulse to ask questions at bay. All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions. Thinking critically is vital for anyone looking to have a successful college career and a fruitful professional life upon graduation.
Your ability to objectively analyze and evaluate complex subjects and situations will always be useful. Unlock your potential by practicing and refining the six critical thinking skills above.
Most professionals credit their time in college as having been crucial in the development of their critical thinking abilities. It has since been updated.
There are some errors in the form. Please correct the errors and submit again. By requesting information, I authorize Rasmussen College to contact me by email, phone or text message at the number provided. There is no obligation to enroll. Will is a Sr. Content Specialist at Collegis Education.
He researches and writes student-focused articles on a variety of topics for Rasmussen College. He is passionate about learning and enjoys writing engaging content to help current and future students on their path to a rewarding education. Assess how well ideas, statements, claims, arguments and findings are backed up so that you can make a reasoned judgement about how convincing they are.
At first, students often feel anxious about criticising ideas that they come across in their reading or in lectures. They feel that it's disrespectful to challenge established academics.
In fact, it is essential to critique what you read - but always make sure you back up your argument with evidence. Critical thinking means analysing ideas, observations, experience and reasons, exploring the evidence and carefully considering whether something makes sense and is accurate.
You might consider whether ideas or findings can be applied in a particular context and, if so, how useful or effective this would be. Often, you will compare and contrast what academics say about a subject so you can come up with your own argument. When reading a text containing an argument, try to evaluate whether it makes sense and is well supported. Even when I read two things saying completely different things, the arguments are polar opposites, and I have agreed with them both and I've thought, I can't agree with them both.
Vincent Ryan Ruggiero is an internationally known writer, lecturer, and consultant whose areas of special interest and expertise are critical and creative thinking. Becoming a Critical Thinker (Master Student) [Vincent Ryan Ruggiero] on This unique approach has made this text a staple of many critical thinking courses.
It is easy to get lulled into just agreeing with what an academic says because they write it so persuasively and they write it so eloquently but what you need to do is establish what you think about a particular topic. Don't be afraid to criticise people who are published, even if it's your own lecturer's book, if you don't agree with what they've written don't be afraid to say that because what that shows is that you are thinking critically.
So I think one thing that's important throughout all courses is critical thinking and analysing arguments.
It's not an entirely new thing coming to uni but it's definitely something that I found I needed to improve and use a lot more at uni. I found that A level was a bit like GCSE in a sense, in that you had to jump through hoops and you had clear like learning objectives. Whereas at university that's not so obvious - it's not like you just have to do these things, you have to write an essay that does this and does that. There's more freedom in what you can choose to do and it's all judged by a similar kind of method of how strong your argument is, how sound your logic is or your reasoning and also how well you've evidenced things and researched things.