Before I started taking English 102 critical thinking was not a major tool I actively used when writing papers. I would read a handful of sources to get the main ideas on a topic, and virtually reword the most important thoughts expressed by the authors. As Writing Analytically would say, I was reading for the gist. Throughout this course I have developed a better process of using logical reasoning to evaluate sources and the information presented in these sources. I no longer just read a source to see if it will fit into my paper. I have already collected sources on related topics in order to investigate what new views, and what new assumptions can be made on these topics. I evaluate the ideas of every new source, and determine if this new information supports or refutes my viewpoint.
The research cycle you presented in class really got my brain moving. Although only a short time was spent on this idea, it has definitely been one of the biggest thoughts that has stuck with me. From this model I’ve realized there is not a beginning or an end to research, and that there are multiple steps in this cycle should all be utilized. Previously I would find sources, formulate a conclusion, and that would be the end. Through critical thinking, however, I have found questions should be discovered through reading sources. Question may arise in your writing as well. In this way, research is a continuous cycle with endless options for exploration.
In Writing Analytically, the six strategies for analyzing sources taught me how to incorporate sources into my writing. This reading assisted me by redirecting my thought process in order to get the most out of what I read. By understanding the main concept a source is communicating, I can derive general conclusions on a particular topic and how they are connected like a puzzle. From here I can further integrate overall ideas the author expresses into my writing, as well as specific quotes. The items I learned from particular strategies are as follows. Strategy two helped because it specifically talks about how to insert the important language the author uses into my paper as a quote. Strategy three helped me focus on the importance of unearthing the significant messages of the author. Strategy five made me scrutinize how one source relates to my other sources as well as to my own views.
Extended bibliographies were a great tool in learning how to apply these strategies for analyzing and incorporating sources. Having many eyes look over my writing provided great feedback. In addition, critiquing others caused you to think about if you were making the same mistakes in your own writing. Constructing bibliographies in such a forgiving environment allowed us to be able to develop individual writing techniques on how to include sources in our writing. This provided a better learning experience.
The best example presented to me thus far in your class was from Forwarding and Countering which described a scenario.
“Imagine being late to a party where conversation is deep under way. When you arrive everyone tells you their side, and once you feel you understand the general idea, you form your own side. People will begin to back you. Everyone leaves still deep in conversation, and no conclusions have been established.”
From this example I really have begun to observe how multiple sources all intertwine to provide me with background information to enhance my understanding. By genuinely thinking about what each source is saying and about what factual concepts they are presenting, I can formulate a stance from analyzing what makes sense to me about the knowledge I have taken in. Every new source of information I read or hear about is evaluated and categorized on how it appeals to my perspective. As a result, I constantly reestablish my standpoint. This is how “academic writing is like a conversation.” Each side continually presents a rebuttal. One source will present information to support a topic, and the next source will refute the same topic. You can learn and learn and learn, but there will always be more ideas to intake and new evidence to be presented.
The various readings have caused me to change my previous writing patterns by urging me to use logical reasoning while reading. A solid paper filled with support will be able to be formulated. By unearthing the thought processes of the author, I can examine why they think what they think. I can identify the grounds and support material that led them to their position, and henceforth, I can determine if this is in itself, reasonable. In my own paper the construction of my argument can thereby spring forward from what the author presents, or circumvent around the limits of the author’s argument.
My overall thinking process has changed because I now really contemplate how what I’m reading connects to what I already know. I have been able to transcend beyond simply agreeing or disagreeing with an author. After reading a particular source I analyze what I have learned from the claim presented. From this identification, I can integrate the elements of an author’s rational into my own writing to backup the stance I create. In this way I have expanded my ability to analyze and employ potential sources. Even so, I still have not mastered putting my sources into conversation with each other.
Pulling everything together that I have learned this semester has really led me to become more critical in my thinking, not only for English, but for my other classes as well. I find myself asking tons of questions after everything I read, hear, and even watch. I feel that developing my critical thinking has caused me to transform as a whole person. My brain is analogous to a research paper, and the world is analogous to one gigantic source. I have begun to take in every piece of information as a vital fact that influences how I perceive and judge the world. I have always been swayed by what others say. I am now attempting to acquire strongholds in the opinions I form. Henceforth, the elements of critical reading and thinking have become applications to be used for me for life.
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