About the Critical Thinking & Research Skills Report

About the Critical Thinking & Research Skills Report

For this assignment, you will need to:

1) Submit a minimum 5-page research paper, marketing research report, or other detailed report requiring critical thinking and research skills in this module.Ideally, you have already submitted such a paper in previous coursework or prepared on for work. This paper could have been submitted in an English class or a thematic studies class in CPLS. History, psychology, sociology, business, and social work all frequently require a research paper, report, or essay in their coursework. This is typically not original research but rather a “researched argument” paper or literature review.

2) Note that you may have to redo parts of the paper for this assignment if you are using a previously submitted paper. If you do not an appropriate paper, you will have to write one this semester.

3) Regardless of the type of paper you submit, you must have at least 5 relevant and reliable references and at least 2 must be an academic references.Academic references include .gov websites, peer-reviewed journals, many books, the Pew Charitable trusts, and the United Nations. If you are unsure if a reference is academic you can ask a librarian or me.

4) The paper must use the American Psychological Association 7th Edition (APA) style of citations regardless of what style you used when you originally submitted it. You may have to convert the paper to APA. This module contains a number of resources for help with APA format. You can also refer to Purdue OWLLinks to an external site. or think about using a website like citationmachine.netLinks to an external site.. The paper must contain both in-text citations and a reference list to avoid plagiarism.

About Critical Thinking & Research
Critical thinking and research skills are highly valued by both employers and academia. The
ability to form an opinion or point of view or to change one’s mind based on evidence is the
hallmark of an educated person. Thus, this is an important learning outcome for all CPLS
graduates.
In order to demonstrate your mastery of the critical thinking and research learning outcome, you
must submit a minimum 5-page research paper, marketing research report, or other detailed
report requiring critical thinking and research skills in this module. Ideally, you have already
submitted such a paper in previous coursework. This paper could have been submitted in an
English class or a thematic studies class in CPLS. History, psychology, sociology, business, and
social work all frequently require a research paper, report, or essay in their coursework. This is
typically not original research but rather a “researched argument” paper or literature review.
Please contact me immediately if you do not have an appropriate paper from previous
coursework to submit. This module contains information to help you as you prepare your
research paper.
Please review the rubric for this Assignment to see how the paper will be graded for the
portfolio.
Importance of Critical Thinking
Skills
Islam (2015) defines critical thinking skills as “the ability to analyze the way you think and
present evidence for your ideas, rather than simply accepting your personal reasoning as
sufficient proof. You can gain numerous benefits from mastering critical thinking skills, such as
better control of your own learning and empathy for other points of view. It is, in short, selfdirected, self-disciplined, self-monitored, and self-corrective thinking. It presupposes assent to
rigorous standards of excellence and mindful command of their use. It entails effective
communication and problem-solving abilities and a commitment to overcome our native
egocentrism and sociocentrism” (para. 1).
The National Association of Colleges and Employers (NACE) has identified critical thinking as
core competency necessary for career-readiness in the 21st century. According to NACE,
professionals should be able to “identify and respond to needs based upon an understanding of
situational context and logical analysis of relevant information.
Some sample behaviors the denote critical thinking are:
•
•
•
•
•
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Make decisions and solve problems using sound, inclusive reasoning and judgement.
Gather and analyze information from a diverse set of sources and individuals to fully
understand a problem.
Proactively anticipate needs and prioritize action steps.
Accurately summarize and interpret data with an awareness of personal biases that
may impact outcomes.
Effectively communicate actions and rationale, recognizing the diverse perspectives
and lived experiences of stakeholders.
Multi-task well in a fast-paced environment.
This ability to analyze and synthesize information is a highly valued skill in employment and
academia. As such, it is expected that all CPLS graduates will be able to demonstrate their
mastery of it.
The link below contains information that will help you complete the document for this learning
outcome.
https://www.linkedin.com/pulse/what-importance-benefits-critical-thinkingskills-islam/Links to an external site.
Importance of Research Skills
Research skills help us find the information we need to analyze and evaluate with those critical
think skills we discussed above. You need to know where and how to find relevant and reliable
resources for your work whether it is for academic or employment purposes. This is one area
where I think there is a real difference between those with a university degree and those without.
Researching for college papers, presentations, and exams is a skill that is easily extended to
professional employment and greatly valued by employers.
According to glassdoor.com “Research skills refer to an individual’s ability to find and evaluate
useful information related to a specific topic. These skills include performing investigations,
using critical analysis, and forming hypotheses or solutions to a particular issue. Research skills
are valued by employers in various industries and are beneficial to employees in all types of
positions. Having these skills is imperative to advancing your career as they directly relate to
your ability to gain insight and inspire action in both yourself and others” (para. 2). You can read
the full article here: https://www.glassdoor.com/blog/guide/research-
skills/Links to an external site.
The University of Memphis Libraries is a valuable resource to your research efforts. You can
follow this link to find online library resources:
https://www.memphis.edu/libraries/Links to an external site.
This link will take you to the library’s
hours: https://libcal.memphis.edu/hours/Links to an external site.


Research Paper Rubric
Criteria – Writing/Grammar/Mechanics pts- 20
20 to >16 pts
Exceeds Expectations
The writer has a good command of the language and writes fluently with few/no grammar
or mechanical errors. Writer communicates effectively in writing using standard English
structures. The reader has no difficulty understanding the content
16 to >14 pts
Meets Expectations
The writing is clear though some minor grammar or mechanical errors may be present.
Writer communicates effectively in writing using standard English structures. Reader
understands content, though a few awkward structures may be present.
14 to >0 pts
Needs Improvement
The writer has difficulty communicating effectively in writing with many major grammar
or mechanical errors. The reader has difficulty understanding the content. Many slang
terms and non-standard structures present.
Criteria – Organization and Formatting – pts 5
5 to >4 pts
Exceeds Expectations
Unity of whole, well-developed paragraphs with topic sentences, good transitions, wellwritten introduction, conclusion, & abstract, good use of headings to divide paper, title
page and page numbers are present.
4 to >3 pts
Meets Expectations
Some paragraphs may lack the development and transitions present in an “Exceeds”
paper. Some elements such as introduction, conclusion, abstract, title page, or page
numbers may be missing but most are present.
3 to >0 pts
Needs Improvement
Paper is very disorganized with few or no transitions, paragraphs lack adequate
development, no headings, reader has difficulty understanding paper due to lack of
organization.
Criteria – Content of Argument pts – 20 pts
20 to >16 pts
Exceeds Expecations
Argument is complete and conclusions logically flow from readings; critical thinking skills
are well-developed. Writer shows an excellent ability to analyze, synthesize, and evaluate
research materials.
16 to >14 pts
Meets Expectations
Argument is clear and well-grounded in the research because critical thinking skills are
adequate. Writer demonstrates a good ability to analyze, synthesize, and evaluate
research materials.
14 to >0 pts
Needs Improvement
Serious misinterpretation of readings; stretches of logic; narrative account of the readings
with no apparent purpose. Writer hasn’t analyzed, synthesized, or evaluated the research
materials. Paper may be shorter than required length.
Criteria – Substantiation pts – 5 pts
5 to >4 pts
Exceeds Expectations
Writer makes effective use of a variety sources, cites them properly, uses APA formatting
both (in-text and on references page). Cites at least 5 sources; all are relevant and reliable;
2 are from academic/scholarly sources.
4 to >3 pts
Meets Expecations
Writer makes good use of a variety sources and cites them using APA formatting both intext and on the bibliography page. There are at least 5 sources. All sources are relevant
and reliable; 2 are from scholarly/academic sources. Some errors of form in citation.
3 to >0 pts
Needs Improvement
Serious problems with sources and citations. Sources are lacking in both quality and
quantity.
0 pts
No Marks
Academic Writing
University College – Senior Project
What is academic writing?
• Academic writing is a type of written expression used by scholars to
convey structured research that answers research questions or solves
academic or practical problems. Simply describing a topic does not
qualify as academic writing.
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Characteristics of Academic Writing
• Formal tone;
• Clear concise writing style;
• Use of the third person rather than the first (usually);
• Thesis driven with a clear focus on the research questions or problems
under investigation;
• Reason dominates personal experience or perception;
• The audience is rational and will form a rational response to the writing.
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Formal Tone
Use language appropriate for your purpose and audience.
Avoid slang, clichés, or informal language.
Instead of: The professor’s lecture was clear as mud.
Use: The professor’s lecture was difficult to understand.
Instead of: Smith’s research is OK.
Use: Smith’s research is significant because…
Do not use contractions or abbreviations.
Instead of : doesn’t, can’t, TV, quote
Use: does not, cannot, television, quotation
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Clear concise writing
• Omit unnecessary words.
• Combine short sentences.
• Do not use phrases or sentences to express a word.
• Use active voice.
• Use active verbs.
• Refer to Writing Concisely PowerPoint in this module for more
information on writing concisely.
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Use third person rather than first
• This is a convention of academic writing that gives the writer an
authoritative voice. Rather than relying on one’s personal experience or
opinion, one conveys the knowledge gained by performing the research.
The research “speaks for itself.”
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Thesis driven
• Academic writing does not just describe a topic. It has to have a point.
That point is called the “thesis.” This thesis describes what research
questions you are trying to answer or problems you are trying to solve.
• For example, if you say you want to write a paper on “childhood
obesity,” there is not clear thesis for that topic.
• If you say you want to investigate the effects of physical activity at
school on the childhood obesity rate, then you have a thesis ( lack of
school activity has increased the obesity rate) with questions to answer
and a problem to solve.
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Reason dominates personal opinion
• Academic writing should convey the results of your research, regardless
of how you feel about it. Your readers should be able to tell that from
your writing. Your personal opinions and experiences are secondary to
what the research tells you and your reader.
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Rational audience
• In academic writing, we presume that a rational audience is reading our
research for information and will form a rational response to that
research.
• For the purposes of this course, your primary audience is your
instructor. When writing, it sometimes helps to consider a wider
audience. Think of your “rational reader” as a college-educated
individual who is generally sophisticated, but is not an expert in your
field of research.
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Points to remember
• Academic writing:
Uses a formal tone with clear concise writing;
Is thesis driven – it has a point;
Reason dominates over personal opinion or perception;
Writes for a rational sophisticated audience.
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Sources used for this presentation
• http://www.library.dmu.ac.uk/Support/Heat/index.php?page=488
• http://libguides.usc.edu/content.php?pid=83009&sid=645284
• http://twp.duke.edu/uploads/media_items/academic-style-guide.original.pdf
• http://writingspaces.org/essays/what-is-academic-writing
• Booth, W., Colomb, G., & Williams, J. (2008). The craft of
research (Third ed.). Chicago: University of Chicago Press.
• Strunk, W., & White, E. (2000). Elements of style (Fourth ed.). New
York: Longman.
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Establishing a Thesis &
Supporting an Argument
University College – Senior Project
What is a thesis?
• In an academic paper, you cannot just describe a topic. You have to
answer important questions or solve problems. It has to have a point.
The main point of an academic paper is called the thesis.
• Your thesis should be narrow enough to focus on, but broad enough
that you find enough evidence to support it.
• So what does that mean? Let’s take a look at a sample.
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What is a thesis?
• Read the following introductory paragraph to a brief essay:
• Mercedes-Benz is a German automobile manufacturer that produces
cars ranging in price from $30,000 to $95,000. The cars are numbered in
series, the higher numbers representing the bigger, stronger and more
luxurious models. Mercedes-Benz cars, sold worldwide, are considered
the best because of their styling, engines and construction.
• The highlighted phrase above is the author’s thesis. This is the point he
will try to prove with the rest of his paper.
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Supporting an argument
• In order to prove your thesis, you must present an argument. An
academic argument in not a disagreement between opposing sides, but
rather the organized presentation of a viewpoint. You must prove your
thesis or claim by presenting reasons and evidence.
• Let’s look at our sample essay again.
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Supporting an argument
• Mercedes-Benz is a German automobile manufacturer that produces
cars ranging in price from $30,000 to $95,000. The cars are numbered in
series, the higher numbers representing the bigger, stronger and more
luxurious models. Mercedes-Benz cars, sold worldwide, are considered
the best because of their styling, engines and construction.
• The highlighted phrase above states the reasons that the author
believes Mercedes makes the best cars.
• Next, he has to present evidence that will convince his readers that
those reasons are true and we should accept his thesis.
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Supporting an argument
• Let’s take a look at how the author presents his evidence that styling is a
feature that makes Mercedes the best:
• The styling of the Mercedes-Benz is its most distinctive feature, and is
more enduring than the styles of other cars. American and Japanese
cars, for example, become outdated within a couple of years after their
introduction, but Mercedes styling remains consistent and attractive for
decades. The interior styling of a Mercedes is particularly impressive. Its
richly padded seats and dashboard and its precision instrumentation
give drivers a feeling of security and luxury. Mercedes-Benz places driver
and passenger comfort high on its list of priorities.
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Supporting an argument
• The author writes a paragraph with evidence supporting his reason that
Mercedes’ styling makes it the world’s best car.
• He goes on to present evidence in two more paragraphs that Mercedes’
construction and engines are also reasons that they are the best cars.
• Please note that we have used a short simple example here so that you
can easily see the thesis, reasons, and evidence. In your paper for this
class, you will need to provide evidence from relevant and reliable
sources such as academic journals, books, and approved websites. You
will need to write more than one paragraph to support your reasons.
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Organizing an Academic Argument
• Try using the Toulmin Method for organizing the academic argument to
support your thesis.
• Present your main claim or thesis at the end of your introduction. You
may also include your reasons for believing your thesis at this time as
the author did in our sample essay.
• Take each reason and present your evidence for it in a paragraph or
section depending on the length of the paper.
• Present any opposing viewpoints and rebut them with evidence
supporting your view.
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Hierarchy of a Research Argument
This is a visual representation of a thesis supported by reasons and evidence.
Main Claim
Reason 1
Evidence 1
Evidence 2
Reason 2
Evidence 3
Evidence 1
Evidence 2
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Reason 3
Evidence 3
Evidence 1
Evidence 2
Evidence 3
Points to remember
• An academic paper must have a point, called a thesis.
• You must present your readers with reasons that they should believe
your thesis.
• These reasons should be backed up by evidence from relevant reliable
sources.
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Sources used for this presentation
• https://www.bellevuecollege.edu/asc/writing/essaysguides/documents/analyticalessay.pdf
• http://writingspaces.org/essays/what-is-academic-writing
• https://owl.english.purdue.edu/owl/resource/588/03/
• Booth, W., Colomb, G., & Williams, J. (2008). The craft of
research (Third ed.). Chicago: University of Chicago Press.
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Writing Concisely
University College – Senior Project
Quote from Elements of Style
• Vigorous writing is concise. A sentence should contain
no unnecessary words, a paragraph no unnecessary
sentences for the same reason that a drawing should
have no unnecessary line and a machine no
unnecessary parts. This requires not that the writer
make all his sentences short, or that he avoid detail and
treat his subjects only in outline, but that every word
tell.
Writing Concisely
When you write concisely you use the strongest, not
just the fewest words, to convey your ideas to your
readers. There are a few rules you can follow to
accomplish the goal of writing concisely.
Replace vague words with specific words
Instead of:
Working as a student under someone who builds
houses was an experience that really helped me
learn a lot.
Use:
Working as a carpenter’s apprentice was an
educational experience.
Each word should be necessary to the sentence
• Omit unnecessary words.
Omit unnecessary modifiers and determiners
• The following words and phrases are frequently used as
filler and can usually be eliminated:
✓ Particular
✓ Kind of
✓ Basically
✓ For all intents and purposes
✓ Definitely
✓ Actually
✓ Really
✓ Generally
✓ Individually
✓ Specific
Omit Redundant Pairs
• Past memories
• Various differences
• Each individual ___________
• Basic fundamentals
• True facts
• Important essentials
• Future plans
• Terrible tragedy
• End result
• Final outcome
• Free gift
• Past history
Omit Redundant Categories
• Large in size
• Often times
• Of a bright color
• Heavy in weight
• Period in time
• Round in shape
• Of cheap quality
• Honest in character
• In a confused state
• Unusual in nature
• Extreme in degree
• Of a strange type
Combine short sentences
• Instead of:
➢I bought a new car. It is red.
• Use:
➢I bought a new red car.
Use active voice rather than passive
• Make the actor of the sentence the subject of that
sentence.
• For example, this sentence uses passive voice:
• The ball was thrown by John.
• John is the actor, but he is NOT the subject.
This sentence is written in active voice
➢John threw the ball.
• John is the actor so he is the subject of the
sentence.
• Place the subject of the sentence near the front of
the sentence to aid reader comprehension.
Use active forms of verbs
• Use active forms of verbs as the main verbs in your
sentences instead of the “be” verb or infinitives
(to+verb).
• This sentence uses the infinitive form of verbs:
➢It is the job of the president to sign or to veto bills.
This sentence uses active forms of verbs
➢The president signs or vetoes bills.
• It uses fewer, stronger words.
Summary
• To write concisely:
➢Eliminate unnecessary words.
➢Combine short sentences.
➢Do not use phrases or sentences to express one
word.
➢Use the active voice.
➢Use active verbs.