HUM101 Colorado State Application of Critical Thinking as a Tool Analysis
Important! Read FirstChoose one of the following two assignments to complete this
week. Do not do both assignments. Identify your assignment choice in the
title of your submission.Option #1: Critical Analysis Essay
Directions: Using the concepts learned through
the readings and lecture pages, write a critical analysis essay that
answers at least three of the following prompts or questions:How might you employ critical thinking as a tool to further your career aspirations?Describe the differences between inert information, assumptions, and
inferences. Describe an assumption that you have made in the past that
had important consequence.Where do you see yourself using activated ignorance (Links to an external site.) to think about issues? What steps could you take to move towards activated knowledge on this issue?What is the difference between activated ignorance and activated
knowledge? Where do you have difficulties “thinking for yourself”? Why
does critical thinking demand high levels of intellectual autonomy?Why are concepts, theories, and ideas central to good critical reasoning?Requirements:Cite all claims and ideas using scholarly sources. While it is
acceptable to write in the first person, be sure to cite your sources to
support your inferences. To understand how to construct your thoughts
you can view these short clips on informal and formal writing.Peter Elbow: On Writing (Links to an external site.)Writing for Life: Start 39:58 end 41:30Writing Across the Curriculum: Forgetting formality: Start 29:05 end 32:52Writing Across the Curriculum Revising for Formality: Start 32:53 end 34:48Include at least one or two scholarly sources that are not part of the required or recommended reading for this course. The CSU-Global Library (Links to an external site.) is a good place to find these sources.Your paper should be four to five pages in length and formatted according to the CSU-Global Guide to Writing & APA (Links to an external site.).Papers should be double-spaced, 12-point font Times New Roman. Include the following in your essay: a brief introduction (Links to an external site.), a conclusion (Links to an external site.), and a reference page formatted according to CSU-Global APA requirements.You may wish to review the Template Paper for help formatting your essay according to the requirementsOption #2: Letter to Your Future Self
Directions: Using the concepts learned through
the readings and lecture pages, write a letter to yourself on critical
reasoning that you will read one year from now. This letter should
synthesize the concepts you have learned in Modules 1 and 2 to serve as a
“benchmark” for your development as a thinker over the next year.Include the following ideas and terms in your letter:Which parts of the universal intellectual standards or the elements
of reason are most difficult for you at this point? What strategies
could you implement to grow?To what stage of critical thinking do you aspire in one year? Which
parts of the universal intellectual standards and the elements of reason
will be most important to your development in critical reasoning? Why?What key concepts or ideas shape your thinking today? How might you
actively examine, challenge, and, if necessary, replace these concepts
or ideas to expand your critical thinking capacities?Requirements:Cite all claims and ideas using scholarly sources. While it is acceptable to write in the first person, be sure to cite your sources to support your inferences. To understand how to construct your thoughts you can view these short clips on informal and formal writing.Peter Elbow: On Writing (Links to an external site.)Writing for Life: Start 39:58 end 41:30Writing Across the Curriculum: Forgetting formality: Start 29:05 end 32:52Writing Across the Curriculum Revising for Formality: Start 32:53 end 34:48Include at least one or two scholarly sources that are not part of the required or recommended reading for this course. The CSU-Global Library (Links to an external site.) is a good place to find these sources.Your paper should be four to five pages in length and formatted according to the CSU-Global Guide to Writing & APA (Links to an external site.).Papers should be double-spaced, 12-point font Times New Roman. Include the following in your essay: a brief introduction (Links to an external site.), a conclusion (Links to an external site.), and a reference page formatted according to CSU-Global APA requirements.You may wish to review the Template Paper for help formatting your essay according to the requirements.RequiredChapters 4 & 5 in Critical thinking: Tools for taking charge of your learning and your life.Egege, S., & Kutieleh, S. (2004). Critical thinking: Teaching foreign notions to foreign students. International Educational Journal, 4(4).RecommendedAfflerbach, P., Cho, B., & Kim, J. (2015). Conceptualizing and assessing higher-order thinking in reading. Theory Into Practice. 54(3), 203-212. Doi:10.1080/00405841.2015.1044367Johnson-Laird, P. N., & Lee, N. Y. (2006, January). Are there cross-cultural differences in reasoning? Retrieved from http://escholarship.org/uc/item/1tr5n9sr#page-1Ybarra, O., Kross, E., & Sanchez-Burks, J. (2014). The "Big idea" that is yet to be: Toward a more motivated, contextual, and dynamic model of emotional intelligence. Academy of Management Perspectives, 28(2), 93-107. doi:10.5465/amp.2012.0106Rubric
HUM101 Mod 2 CT
HUM101 Mod 2 CT
Criteria
Ratings
Pts
This criterion is linked to a Learning Outcome
Requirements
10.0
to >8.0 pts
Meets Expectation
Includes all of the required components, as specified in the assignment.
8.0
to >6.0 pts
Approaches Expectation
Includes most of the required components, as specified in the assignment.
6.0
to >4.0 pts
Below Expectation
Includes some of the required components, as specified in the assignment.
4.0
to >0 pts
Limited Evidence
Includes few of the required components, as specified in the assignment.
10.0 pts
This criterion is linked to a Learning Outcome
Content
10.0
to >8.0 pts
Meets Expectation
Demonstrates strong or adequate knowledge of the materials; correctly represents knowledge from the readings and sources.
8.0
to >6.0 pts
Approaches Expectation
Some significant but not major errors or omissions in demonstration of knowledge.
6.0
to >4.0 pts
Below Expectation
Major errors or omissions in demonstration of knowledge.
4.0
to >0 pts
Limited Evidence
Fails to demonstrate knowledge of the materials.
10.0 pts
This criterion is linked to a Learning Outcome
Critical Thinking
25.0
to >20.0 pts
Meets Expectation
Demonstrates strong or adequate critical thinking.
20.0
to >15.0 pts
Approaches Expectation
Some significant but not major errors or omissions in critical thinking.
15.0
to >10.0 pts
Below Expectation
Major errors or omissions in critical thinking.
10.0
to >0 pts
Limited Evidence
Fails to demonstrate critical thinking.
25.0 pts
This criterion is linked to a Learning Outcome
Critical Analysis
25.0
to >20.0 pts
Meets Expectation
Demonstrates strong or adequate critical analysis of intellectual thinking and reasoning.
20.0
to >15.0 pts
Approaches Expectation
Some significant but not major errors or omissions in critical analysis of intellectual thinking and reasoning.
15.0
to >10.0 pts
Below Expectation
Major errors or omissions in critical analysis of intellectual thinking and reasoning.
10.0
to >0 pts
Limited Evidence
Fails to demonstrate critical analysis of intellectual thinking and reasoning.
25.0 pts
This criterion is linked to a Learning Outcome
Sources / Examples
10.0
to >8.0 pts
Meets Expectation
Sources
or examples meet required criteria and are well chosen to provide
substance and perspectives on the issue under examination.
8.0
to >6.0 pts
Approaches Expectation
Sources
or examples meet required criteria but are less than adequately chosen
to provide substance and perspectives on the issue under examination.
6.0
to >4.0 pts
Below Expectation
Sources
or examples meet required criteria and are poorly chosen to provide
substance and perspectives on the issue under examination.
4.0
to >0 pts
Limited Evidence
Source or example selection and integration of knowledge from the course is clearly deficient.
10.0 pts
This criterion is linked to a Learning Outcome
Demonstrates college-level proficiency in organization, grammar and style.
10.0
to >8.0 pts
Meets Expectation
Project
is clearly organized, well written, and in proper format, as outlined
in the assignment. Strong sentence and paragraph structure; few errors
in grammar and spelling.
8.0
to >6.0 pts
Approaches Expectation
Project
is fairly well organized and written and is in proper format, as
outlined in the assignment. Reasonably good sentence and paragraph
structure; significant number of errors in grammar and spelling.
6.0
to >4.0 pts
Below Expectation
Project
is poorly organized; does not follow proper paper format. Inconsistent
to inadequate sentence and paragraph development; numerous errors in
grammar and spelling.
4.0
to >0 pts
Limited Evidence
Project
is not organized or well written and is not in proper paper format.
Poor quality work; unacceptable in terms of grammar and spelling.
10.0 pts
This criterion is linked to a Learning Outcome
Demonstrates proper use of APA style
10.0
to >8.0 pts
Meets Expectation
Project
contains proper APA formatting, according to the CSU-Global Guide to
Writing and APA, with no more than one significant error.
8.0
to >6.0 pts
Approaches Expectation
Few
errors in APA formatting, according to the CSU-Global Guide to Writing
and APA, with no more than two to three significant errors.
6.0
to >4.0 pts
Below Expectation
Significant
errors in APA formatting, according to the CSU-Global Guide to Writing
and APA, with four to five significant errors.
4.0
to >0 pts
Limited Evidence
Numerous errors in APA formatting, according to the CSU-Global Guide to Writing and APA, with more than five significant errors.
10.0 pts
Total Points:
100.0