Unit 12. Academic Style and Writing Conclusions (part 2)

- analyze the features of definitions

- analyze the features of conclusions

Task 1. Features of definitions.

When writing about a topic, it is essential to clarify your terms. i.e., to explain clearly what you mean by key words in the essay.

WRITING EXTENDED DEFINITIONS (1)

If you were wгiting about hurmаn resource mаnаgеmеnt, fог example, уоu would need to explain what уоu mеаnt bу humап resources, so that both thе writеr апd the rеаdеr hаvе exactly the same iпtегрrеtаtiоn of thе term. You will оftеn find that definitions from at least part оf thе intrоduсtогу texts to уоur subjectаrеа.

Тhе extent to whiсh уоu nееd to define уоur tеrms will depend on уоur rеаdеr and уоur purpose fоr writing. Fоr example, if уоu аrе new to the subject area then will need to clarify some of the most basic terms, for yourself (as well as, perhaps, your tutor). As you gain а deeper knowledge and understanding оf the subject, and уоu аге writing fоr specialists, thе mеаning of сеrtаiп key tеrms can be assumed as a part of shаrеd knowledge.

1.1 Study the Definitions 1-2, which have been taken from the projects of students. Identify the features of the definitions from 1-2 below:

1. A formal definition, e.g., from a dictionary or an expert in the field

2. An expansion of the definition with an explanation and/or example

3. A comment on the definition by the writer

4. References

Definition 1: Language aptitude

Some people have a nature language ability, which makes them adept at learning foreign languages, whereas others are rather poor at this and struggle to acquire a basic communicative ability in the language. A factor that makes a difference to the individual is often referred to as language aptitude. Although difficult to define in concrete terms, it is understood to be not necessary the ability to learn the language in the classroom, but rather to be able to apply this knowledge in a real-life situation (Cook, 1991). While some people argue that this ability is not fixed, Carroll (1981) believes that aptitude is an innate or stable factor, which cannot be changed through training and is constant throughout one’s life. He also insists that is it not related to past learning experience. This implies that language aptitude is not something that is accumulated as we age, but something we are born with. This may sound demotivating for those who are not equipped with language aptitude. However, as Ellis (1994) suggests, aptitude is only a facilitator which encourages learning, especially in accelerating the rate of learning, but does not determine learning.

Definition 2: Critical thinking

As the importance of critical thinking has become widely accepted, scholars and theorists have attempted to establish a clear definition. Critical thinking can be traced back more than 2500 years to Socrates’ time. Paul, Elder, and Bartell (1997) explained that it was originally defined as a method for arriving at the truth and analyzing complex ideas. This method of questioning, now known as ‘Socratic questioning’, is a series of questions about a certain issue used to investigate that issue by applying logical points of view.

However, the actual term ‘critical thinking’ only emerged in the 20^th century. Renaud and Murray (2008) then assembled several popular definitions of critical thinking (e.g., Ennis, 1985; Furedy and Furedy, 1984; Pascarella and Terenzini, 2005; Watson and Glaser, 1980) which contain the following five common elements: identifying central issues and assumptions, making correct inferences from data, deducting conclusions from data provided, interpreting whether conclusions are warranted, and evaluating evidence or authority. Other elements of critical thinking include: making a statement or argument supported with evidence (Beyer, 1987), recognizing important relationships (Ennis, 1985; Furedy and Furedy, 1984; Pascarella and Terenzini, 2005), defining a problem (Dressel and Mayhew, 1954; Ennis, 1985), and forming relevant hypothese (Dressel and Mayhew, 1954; Ennis, 1985).

Despite this range, one of the definitions of critical thinking which is extensively accepted and frequently cited in academic works comes from the work of Michael Scriven and Richard Paul.

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. (Scriven and Paul, 1987, p. 5)

1.2 Now complete the table below by ticking (V) the appropriate cells.

Date: 2016-01-05; view: 1348