Transition to University
A critical student is one who does not accept information at face value without first examining it in detail and from different angles or perspectives. Students at first year university level are expected to not only maintain a high level of academic performance, but also, to think, form judgments and draw conclusions, to argue or discuss ideas and back them up with reasons, to read and look at the possible views, and to listen with an open mind (Marshall and Rowland, 1998). These prospects can not be achieved unless a student reads, thinks and writes critical. I believe the high level of expectations, are set by universities, of that students need to think and perform critical, to succeed in their chosen studies. For students to maintain a high level of academic performance students must need to read critical. Reading critical requires students to apply context in a reading strategy, read with a purpose or for a purpose, and be aware of the language used and for what reason. Context can be defined as "the situational, cultural, or historical set of circumstances out of which a text grows" (Elkins, 1999), for example, listing the characteristics and even describing the context. When reading with a purpose or even for a purpose
There are many pressure associated with writing at university level, such as: writing graded as an exercise in grammar, intimidation of submitting a work to an lecturer who is viewed as an expert and therefore raises the question "what can I tell him/her?", different assignments and examinations due at or near the same time, safety in writing only what you think your lecturer wants to hear. Defining subject and purpose is sometimes accomplished by "how" the question is raised (Elkins, 1999). For example, "writing is a matter of prewriting, writing, and rewriting" (Elkins, 1999). When developing an "issue tree" (Elkins, 1999), students develop a controlling statement containing the central argument and major purpose then draw an argumentative plan. When thinking critical, it requires students to think lateral and vertical in problem solving, identify bias and test assumptions, and explore issues from multiple perspectives. "Word play", means, "analysing a text on the basis of word choice and patterns of language" (Elkins, 1999), this is crucial not only to the process of creating meaning, but also in detecting traces of meaning, such as an author's tone, biases, or methods of perception. Students also need to recognise that there is "no right or wrong" (Elkins, 1999), just different ways to interpret. Effective thinking "involves both a logical, sequential frame of mind and a creative, generative one" (Elkins, 1999). When identifying bias and testing assumptions 'you' need to know what are your particular beliefs, personal preferences or tastes, convictions, and assumptions. When writing critical it requires students to define the subject or purpose, branching ideas, develop an issue tree, and revise the strategies. Asking questions like, what is the problem? What are the alternatives? Because they are sequential and they require you to make decisions and judgements as you work through them, are especially suited to vertical thinking. Thinking is a complex activity that we engage in whenever we question, analyse, or try to make sense of a situation, a set of behaviours, or a piece of information. It is vital that you define the subject in terms that are relevant to you, to the question being asked, and the course that is being undertaken.
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Acceptance Essays
