![]() How did reading a diverse range of texts help you learn to attend to relationships between assertion and evidence? To patterns of organization of ideas? To the interplay between verbal and nonverbal elements in a text? And to how these features function for different audiences and situations?.This allowed me, as a student, to gain a different perspective of how the composition of the paper may be displayed in a different lighting, and with this I am therefore able to read this for inquiry and learning. ![]() By sorting out through potential sources to use in my paper, I was able to therefore read for inquiry, learning, critical thinking, and/or for communicating.Īnother area in this class that I was able to use composing and reading for inquiry was through the peer reviews of other classmates. I was able to do this in the beginning stages of Project 1 and 2- by having to find sources for the essay portion to quote and gain more information on. Although, I primarily practiced this skill in Project 1 and Project 2. ![]() I learned to use composing and reading for inquiry through various assignmens signed to students in this course, such as readings from the McGraw-Hill eBook. How did you learn to use composing and reading for inquiry, learning, critical thinking, and/or communicating in various rhetorical contexts?.These practices are foundational for advanced academic writing." ![]() When writers think critically about the materials they use-whether print texts, photographs, data sets, videos, or other materials-they separate assertion from evidence, evaluate sources and evidence, recognize and evaluate underlying assumptions, read across texts for connections and patterns, identify and evaluate chains of reasoning, and compose appropriately qualified and developed claims and generalizations. Critical Thinking, Reading, and Composing, "the ability to analyze, synthesize, interpret, and evaluate ideas, information, situations, and texts. ![]()
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