In conclusion,Academic writing does not rely on innate ability or talent but, like otherforms of writing it develops with dedication and practice.
Critical thinking isa formative process as is academic writing that is cultivated by continuouspractice. Being critical entails asking obvious questions, checking forassertions and rhetoric as well as confirming scholarly authenticity. It alsoinvolves an aspect of practicality where the author has to feel his or her wayinto the material, this is achieved by doing constant checkups with reference tothe individual understanding of the issue in question.
Critical writing entailsa confident and concise refusal to acknowledge the conclusions of other authorswithout confirming the arguments and evidence provided. It also advocates for auniform presentation of the rationale supporting the conclusions of otherwriters or treating them with caution. It should be a clear demonstration ofone’s argument and evidence, thereby leading to an individual’s conclusion.Critical writing as a discipline entails recognition of one’s limitations inone’s argument, evidence, and conclusionInrelation to writing, critical thinkers evoke vital questions, devise them inlanguage that is clear and precise, identify assumptions made with referencewith regards to asking the questions, adjust when confronting valid pointscontradicting expectations, and remain rigidly honest. Writers engaging incritical thinking exhibit the above-mentioned traits on paper, in any givendiscipline do so by following guidelines which determine the degree to whichone has adhered to the topic in question. This is determined by the measure anduse of certain elements on one’s paper with respect to the characteristics ofthe topic in question, in this case, Critical thinking.Manypeople describe critical thinking as thinking outside the box, this implies onehas to conceive possibilities that lie outside the manner in which somethingwas initially perceived.
In order for one to think outside of the realms ofone’s possibilities, one requires some kind of structure, one must formulatelogical patterns to gain some form of understanding. Critical thinkingadvocates for one to pay attention to conditions that influence how one alreadyperceives things such as objects, other people, the world, issues, experience,language, institutions and oneself (Vallis, 2010). These are examples of themany things that form the box which tends to leverage our thinking.Criticalthinking, with reference to academia, is defined with respect to skills orabilities such as analysis, evaluation, selection, questioning, judgment, andreflection. It can lead to thinking as well as writing in a clearer manner.
Critical thinking particularly when applied to writing is influenced byintellectual standards, including precision, accuracy, clarity, relevance,depth, and breadth. It is important in critical writing that the thinker isengaged in self-improvement and self-assessment. The various levels of thinkingare all appraised for precision, validity, context, and accuracy (“The RelationshipBetween Clear and Critical Thinking and Writing”, 2016). Critical thinkingis a system designed to help one to heed how one believes in relationship to aspecific idea, question or issue.Referencingallows an individual acknowledge the contribution of researchers and otherwriters in his or her work. It is a way of giving due credit to the authorsfrom whose words and ideas have been borrowed from. By citing the research of aparticular author, one acknowledges and respects the intellectual property rightsof the scholar (“Why is Referencing Important? | UNSW CurrentStudents”, 2013).
Referencing is a means of providing evidence to supportthe assertions and claims in an individual’s assignment. References shouldalways be authentic, thereby allowing the readers to ascertain the sources ofinformation an individual has used.InAcademic writing, persuasion is meant to sway the actions or attitudes of aparticular audience on specific issues. The intention of a persuasive essay isto convince readers to embrace the writer’s point of view on a subject and oragree with a recommended course of action.
To achieve this purpose, writers arerequired to develop a reasonable and logical argument supporting their opinions(“Persuasive Essay Elements”, 2012). Writers are meant to establish astance and provide relevant and detailed evidence organized locally to supporttheir viewpoint. They distinguish between fact and fiction, they analyze andcounter the views of others, in addition to participating and answering readerconcerns and rejoinders. Criticalengagement is dependent on the writing skills of the author which can be attributedto critical writing. It involves using a number of writing skills in additionto the personal qualities. An individual, therefore, has to learn to presenthis or her reasoning and testimonies in a transparent, well-structured manner(“CriticalThinking and Writing”, 2018).
Essentially, this is an active process, asideas and information are not only received but also analyzed, processed andevaluated carefully to find evidence substantiating the information.Objectivityadvocates for emphasis on the information one will provide as well as thearguments one intends to make. This is closely related to the underlying natureof the academic study and writing in detail.
Nobody desires to know anindividual’s thoughts and beliefs but instead require what one has studied andlearned and how this thought process led to various conclusions (Gillett, 2018).This should be based on discussion, research, and reading which is important tomake clear.Formalityrefers to the extent to which one uses common words as opposed to idiomatic,colloquial words. The levels of formality one writes with should be guided bythe expectations of the audience and the intended purpose. Some of these levelsinclude; Formal: this is intended for a known audience, Semi-formal: this isintended for a known individual and Informal which is incorrect in this context(Koutraki, 2015). Understanding the various levels help an individual gauge theeffectiveness of his or her communication and make adjustments.
Writingcan be described as a mechanism for doing critical thinking and a byproduct ofcommunicating conclusions of critical thinking. It is fundamental to engage incritical thinking when devising an argument and providing the assumptions and conclusions.When critical thinking is not exercised, our thoughts come across as volatileand arcane. Academic writing is described as linear in English, which means ithas one theme or central point of every segment contributing to the mainargument. It is meant to instruct rather than amuse. Academic writing to someextent is: formal, complex, objective, responsible and hedged (Gillett, 2018). Criticalthinking has been described in a number of different ways in the last decade.It has been described as a mode of thinking about any material, content orissue whereby the thinker improves the quality of his or her thought process byskillfully scrutinizing, assessing and reconstituting it (“Our Conceptionof Critical Thinking”, 2015).
More recently, it has been defined as theability to think rationally and clearly with respect to what to do or what tobelieve (Joe Lau & Chan, 2018). It is characterized by the ability toemploy independent and reflective thinking. Critical thinking isself-disciplined, self-directed, self-corrective and self-monitored. It entailssufficient communication and problem-solving abilities, in addition to acommitment to overcome our indigenous socio-centrism and egocentrism. The termcritical deduces linguistically from two Greek lineages: “kriticos” (meaningperceptive judgment) and “kriterion” (referring to standards). Criticalthinking does not necessarily entail amassing information.
An individual withgood memory backed up with facts in equal measure is not automatically good atcritical thinking. A critical thinker is able to draw conclusions on what heknows and is well versed in making use of information to resolve issues and toseek suitable sources of information to inform himself.