LIBRARY SOURCES eBOOKS (netLibrary database) Client Management and Leadership Success: a Course Review Applying Critical Thinking

Skills to Test Taking Davis's Success Series by Hargrove-Huttel, Ray A.; Colgrove, Kathryn Cadenhead. Publication: Philadelphia F.A. Davis Company, 2009. Building Literacy in Social Studies: Strategies for Improving Comprehension and Critical Thinking by Ogle, Donna.; Klemp, Ronald M.; McBride, Bill Publication: Alexandria, Va Assoc. for Supervision and Curriculum Development, 2007. Pharmacology Success: A Course Review Applying Critical Thinking to Test Taking by Hargrove-Huttel, Ray A.Publication: Philadelphia F.A. Davis Company, 2008. Critical Thinking for Students: Learn the Skills of Critical Assessment and Effective Argument Rev. & Updated 3rd Ed. by Brink-Budgen, Roy van den. Publication: Oxford [England] How To Books, Ltd., 2007. Law in Perspective: Ethics, Society and Critical Thinking by Head, Michael.; Mann, Scott.Publication: Sydney, NSW University of New South Wales, 2005. Fundamentals Success: A Course Review Applying Critical Thinking to Test Taking Davis's Success Series; 2nd Ed. by Nugent, Patricia Mary.; Vitale, Barbara Ann Publication: Philadelphia F.A. Davis Company, 2008. Nursing Health Assessment: A Critical Thinking, Case Studies Approach 2Nd Ed. by Dillon, Patricia M. Publication: Philadelphia F.A. Davis Company, 2007. Critical Thinking for Helping Professionals: a Skills-based Workbook 3Rd Ed. by Gambrill, Eileen D.; Gibbs, Leonard E. Publication: Oxford [England], New York Oxford University Press, 2009. PRINT BOOKS @ OU Eva B Dykes Library LB1590.3 .N67 2009 Learning to think things through: a guide to critical thinking across the curriculum 3rd ed. Nosich, Gerald M. BF441 .G36 2009 Critical thinking for helping professionals: a skills-based workbook 3rd. ed

HD30.4 .K4445 2008 An introduction to critical management research Kelemen, Mihaela, 1968LB1043 .H628 2007 Reading the media in high school: media literacy in high school English BF441 .N63 2007 Critical lessons: what our schools should teach Noddings, Nel. LB1027.44 .C66 2005 Socratic circles : fostering critical and creative thinking in middle and high school RT86 .A34 2004 Critical thinking and clinical judgment: a practical approach 3rd ed. Alfaro-LeFevre, Rosalinda. LB1027.44 .T43 2004 Teaching and learning through inquiry: a guidebook for institutions and instructors 1st ed. Lee, Virginia Snowden. BS600.3 .C75 2004 Critical thinking and the Bible in the age of new media Ess, Charles, 1951JOURNAL ARTICLES Set up RSS feeds or Alerts for new articles of interest on topic Academic Search Premier (EBSCO)-Multi-disciplinary

STUDY & teaching STADLER, Charlotte K. CONGRESSES REFLECTIVE learning ABILITY testing MEALEY, Ann MarieERIC (EBSCO) - Education

CINAHL (EBSCO)-Nursing PsycArticles (EBSCO) - Psychology JSTOR Multi-disciplinary Professional Collection (GALE)-Multi-disciplinary Ciritical Thinking (from Professional Collection Database)

http://public.wsu.edu/~kimander/criticalthinking.htm

Some Guidelines for Critical Thinking and Writing:

analysis-contexts-discussion-conclusions

Critical thinking is a lot more than merely following a format for construing a paper, "challenging assumptions," and observing "different perspectives," to name a couple of biggies. It is still all a matter of what and how - the important, elusive dimensions rooted in values and abilities. You could for instance follow the pattern below and still praise some proto-Nazi perspective. The following six parts may be viewed as a rough outline for a research paper. They also constitute the six dimensions that must find expression in any substantial, critical development of analysis and opinion. Not just for research papers - these six dimensions of critical thinking and writing should also be applied when writing a shorter review or contemplative essay. Shorter texts also need structure, progression, and focus, all of which the six dimensions will assist in establishing. I encourage you to apply these dimensions to any writing assignment in my classes, from the very first one early on in the semester to the final assignment; whether a grand research paper, a review, or an essay. Your work with the material (a novel, a scholarly text, a philosophical treatise, a poem, a film, a saga, or an idea - or two or more of the above) is at the very heart of class, and will, when pursued conscientiously, transform itself from lesser to greater confidence and ability. It is therefore important that from the outset, with every writing assignment, you consider the implemention of each of these dimensions of critical thinking. Then, with every assignment, you will familiarize yourself with their dynamic, strengthen your communicative abilities, and make your contribution to critical thinking and writing.

I Identify the basics of the topic

This is the introduction to your paper. Present the importance of the issue, outline context and potential ramifications. End your intro with a paragraph providing an overview of the following paper.

II Analyze the material

Analysis may be employed in different ways using different methods. Define your concepts and discuss your method. Analysis is about examination and synthesis: investigating components, identifying their qualities, strengths, and weaknesses, and connecting those in a coherent manner, demonstrating their relevance and importance for the whole. Always question content and relevance!

III Address different perspectives

Consider different viewpoints on the material. Never assume a certain perspective to be self-evident and obvious. Different analytical perspectives may reveal different ideas and understandings of the same event or idea. This analytical dimension requires examination and critique of scholarly opinions on your material.

IV Examine contexts
Identify and assess assumptions and ideological perspectives to be found in historical and social contexts. Interpretation is also conditioned by your own assumptions, cultural, and ideological bias. Analysis and interpretation is ultimately about disclosing and examining such contextually determined points of view.

V Identify own position

Your own opinion on the material in opposition to those of other sources, may be presented in a particular section, for instance after your objective analysis of the material and your discussion of different perspectives. You may also choose to inject your voice as a discussant throughout your paper. This is most effectively done in an objectifying manner without continuous use of the pronouns "I" and "my."

VI Conclusion
Consider the importance of your findings and their implications. Tie all strings together in an overview. Emphasize the qualities and importance of your investigation, and briefly outline directions of further study.

Good writing!
Good writing is to good thinking what a functional suitcase is to travel: it enables you to focus on your journey! In other words, even if you are "on the right track," or have genuinely grasped the essence of something, but then, unfortunately, deliver it in a "muddled" way, unstructured, "all over the place" - then you cut yourself short. In contrast, reading and understanding is a pleasure, when intriguing observations are displayed in flowing, grammatically correct language, with a varied vocabulary and sentence structure, and within a logical outline. Clear writing and composition always enhance the impression of thoughts.

Check out different approaches in the Great student papers list. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1885902/ IMPORTANTE

Critical Thinking Case Study | Free Case Study: Case Study Examples and Sample Case Studies

http://www.brown.edu/Student_Services/Writing_Center/resources_writers/article_castella nos.html# IMPORTANTE