Learning through Writing: Teaching Critical Thinking Skills in Writing Assignments

Author(s): Gamze avdar and Sue Doe

Source: PS: Political Science and Politics, Vol. 45, No. 2 (April 2012), pp. 298-306
Published by: American Political Science Association
Stable URL: http://www.jstor.org/stable/41433696
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The Teacher

Learning

through

Writing:

Critical

Teaching

Thinking

Skills

in

Writing
Assignments
Gamze avdar,Colorado
StateUniversity
Sue Doe, Colorado
StateUniversity
Traditional

often fall short in addressing problems in colwriting assignments

lege students' writing as too often these assignments fail to help students develop critical
of course content. This article reports the use of a twothinking skills and comprehension
part (staged) writing assignment with postscript as a strategy for improving critical thinking in a lower-division political science course. We argue that through well-designed writing
assignments, instructors can encourage students to reconsider concepts, critically evaluate
assumptions,

and undertake

substantive

revisions

of their writing.

information
factsishardly
a chalWeparticularly
focusonwriting
fortworeasons:
today's
age,obtaining
assignments
In
students
are
surrounded
information:
as "thought
onpaper,"2
canprovide
a uniqueopporFirst,
lenge. fact,
by
writing,
online
and
to
critical
and
databases,
books,
articles,
skills, second,ourexperiThrough
newspapers,
tunity develop
thinking
morerecently
and
social
networkence
with
is
sharedamongfaculty
websites,
through
blogs,
writing
assignmentscommonly
In
students
have
access
to
from
across
the
Students
tothe
interfaces,
ing
unprecedented
disciplines.
rarely
payattention
amounts
ofinformation
without
everleavingtheirstudyrooms. feedback
thatinstructors
on
that
leads
to
stugive gradedpapers
Whatremainsa challenge,
is thedevelopment
ofthe dentrepetition
ofthesamemistakes.
We advocatea carefully
however,
skillsthatareneededtocritique
andprocessthiseasy-to-obtaindesignedwriting
thatprovidesnotonlya unique
assignment
information.
Critical
isdescribed
as "thecapac- opportunity
forstudents
tohonetheircritical
but
skills,
thinking
variously,
thinking
ideaswhereby
a personcanmakeeffec- also providesstudentswithincentive
to pay attention
to an
itytoworkwithcomplex
tiveprovision
ofevidence
tojustify
a reasonable
as instructor's
feedback.
The assignment,
usedin an introductory
judgement,"
"theshiftoflearnersfromabsoluteconceptions
ofknowledge levelcomparative
politicscourse,requiresstudentsto apply
towards
contextual
andas "anunderstanding
ofknowl- abstract
theories
to concrete
casesandconsists
oftwopapers:a
knowing"
as
constructed
and
related
to
its
context"
.*
draft
and
a
final.
the
2008,
(Moon
128)
edge
Although
essentially
asking samequestion
Previous
research
demonstrated
thatcritical
skills
can
as
in
the
draft
the
final
farmorethansimple
thinking
paper,
paperrequires
be developed
a numberofactivities,
simulawhich
is
a
common
and
limited
revision
through
including
editing,
practice
among
dataanal- noviceacademic
writers
tion,opticalillusionexercise
thefinalpaper
(Hoefler
1994),statistical
(Sommers
1980).Instead,
debatesandguestspeakers
sethigherstandards
and requireadditional
1996),classroom
(Cohen instructions
ysis(McBride
steps.
shortexercises(Atwater
research
toincorporate
1993),multiple,
1991),analysisbriefs Thesestepsincludestudents
conducting
discussions
and additional
sourcesintotherevision
andwriting
a postscript
(Alex-Assensoh
that
2008),andelectronic
(Greenlaw
DeLoach2003).In thepolitical
scienceclassroom,
reflects
on
their
In
this
wedescribe
the
article,
writing
assignlearning
processes.
ments
andtheir
contribution
to
the
of
these
and
of
this
rationale,
potential
development
objectives, stages
writing
assignment;
explain
skillsreceive
lessattention
thanin otherdisciplines.
A itsrubric;
andprovide
andpostscripts
written
relatively
sampleparagraphs
described
inthisarticle,
two-stage
writing
assignment,
maybean bystudents.
effective
students
theseskills.
waytoteachundergraduate
DEVELOPING
STUDENTS'CRITICAL
THINKING
SKILLS
Gamze
isanassistant
Criticalthinking
science
atColorado
State
involvesa set of strategies
to helpstudents
avdar
professor
ofpolitical
University
where
sheteaches
Her
research
interests
areinthe
area
comparative
politics.
and evaluation
ofinterpretations
of
or
developreflective
analysis
Middle
East
Islamist
and
Shecanbereached
at
movements,
politics,
gender.
one'sown,to decidewhatto believeor
explanations,
including
gamze@lamar.colostate.edu.
whattodo (Fisher2001).It assumesan inquiry
andhypothesisSueDoeisanassistant
atColorado
State
where
she
professor
ofEnglish
University,
basedapproach
toideasas wellas thinking
that
is opentorevidirects
initiative.
Her
research
interests
include
thegtPathways
writing
integration
writingsion.
associations
with
or
mere
the
rhetotics
and
the
uses
Despite
reinteacross-the-curriculum,
labor,
negativity
complaint,
ofacademic
ofwriting
for
critical
asthey
focuses
on therational
return
the
inIraq
anddemonstrawars
and
She
gration
ofstudent-veterans
from
thinking
actually
Afghanistan.
canbereached
atsue.doe@colostate.edu.
ble. Associatedwithhigher-order
criticalthinking
thinking,
298 PS April
2012

d0i:i0.i0i7/Si0490965H002i37

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andBereiter The Consortium

involves
transformation"
fortheStudyofWriting
in College,and the
(Scardamalia
"knowledge
rather
than
the
of
kind
with
associated
National
Commission
onWriting
inAmerica's
SchoolsandCol1987)
knowledge-telling
of
lists
or
other
memorized
recitals
of
As
information.
and
McGee
2010;Baglione2008).Thesereports
production
leges(Addison
are
those
skills
confirm
what
the
that
andpolicy-making
circles
such,critical
education,
business,
thinking
among
undergraduates
areexpected
tomaster
their
have
is
which
that
of
"the
must
education,
articulated,
during
college
regardless
long
quality writing
ofdiscipline
andDeLoach2003).
ifstudents
beimproved
aretosucceedincollegeandinlife"(The
(Greenlaw
criticalthinking
self- NationalCommission
skillsrequiresintellectual
onWriting
2003,7).Despiteitsarticulated
Acquiring
thatproduces
skillful
andreflexive
Ofthemany importance
overthepastyears,however,
thequalityofwriting
discipline
thinking.
critical
available
formeasuring
think- continues
critical
toposesignificant
toeducators.
instruments
In a politithinking
challenges
in
chose
the
most
we
traditional
and
comcal
science
students'
skills
are
revealed
in
classroom,
ing collegestudents,
poorwriting
used
Critical
to
of
Watson-Glaser
a
number
These
include
such
as
monly
Appraisal develop
ways.
Thinking
problems
ourtwo-stage
TheWatson-Glaser
assignment.3
Appraisal
writing
andsubstantiated
identifies
fivelevelsofintellectual
thatareessentialto 1. Weaklyconstructed
arguments
activity
2. Less-than-careful
oftheinstructions
critical
reading
thinking:
3. Lackofprecision
1. Inference:
The abilityto derivelogicalconclusions
fromthe 4. Lackofa clearandsustained
lineofthought
of
varied
with
evidence
tosubstantiate
orchallenge
5. Difficulty utilizing
premises
approaches.
2. Recognition
to
The
an
ofAssumptions: ability recognize
assumpargument
tionsandpresuppositions
intheapproaches.
6. Weakorabsentevaluation
oftheassumptions
ofthetheory
at
implicit
Theability
tojudgewhether
madeby
hand
3. Deductions:
propositions
canbe logically
theapproaches
drawnfrom
theevidence.
to
rich,andelaborate
7. Lackoforganized,
convincing,
responses
Theability
tojudgewhether
theconclusions
and
thequestionathand
4. Interpretation:
canbe logically
madebytheapproaches
drawn.
8. An inability
or unwillingness
to integrate
thefeedback
that
arguments
Evaluation
to
The
instructors
on
drafts
relevant,
5.
ofArguments: ability distinguish
provide
andweakarguments.
strong,
Theactofwriting,
an important
however,
byitself,
mayoffer
Asthisinstrument
critical
thinkers
forlearning.
In fact,writing
has beenpositedas a
suggests,
engageininfer- opportunity
andevaluation
entialanalysis
andinbothrecognition
ofdifferinguniquemodeoflearning
(Emig1977).Case studiesandstudent
andperspectives.
Critical
thinkers
alsodemonstrate self-reports
alsosuggest
thatwriting
is amongthestrategies
stuapproaches
Critical thinkers engage in inferential analysis and in both recognition and evaluation of
differing approaches and perspectives. Critical thinkers also demonstrate the ability to tease

out the assumptions of the varied approaches and then stake an informed claim or make a
judgment about the approaches based on available information and a deliberate process that
is both analytic and synthetic.
toteaseouttheassumptions
theability
ofthevariedapproaches dentsfindmosthelpful
to developcritical
skills(Tsui
thinking
andthenstakeaninformed
claimormakea judgment
aboutthe 1999,2002).Furthermore,
research
in disciplinary
writing
sugbasedonavailableinformation
anda deliberate
oftheso-called
tradition
as a subwrite-to-learn
approaches
pro- geststhepotency
cessthatis bothanalytic
andsynthetic.
Atthesametime,critical setofthewriting-across-the-curriculum
movement
(McLeod1987).
thinkers
alsorecognize
thattheir
claimsareprovisional
orsubject Thispedagogical
tradition
hasbeenrecently
comupdated
through
torevision
basedon newinformation.
theseskillsis prehensive
setsofdirect
instructional
whichrelyheavObtaining
strategies,
forcollege
ingeneral,
andpolitical
science
stu- ilyon writing(Bean 2011).As theNationalCommission
on
students,
important
inparticular:
the
science
lower-division
is
not
simdents,
(NCW)report
(2006)emphasized,
Specifically,political
Writing's
"Writing
mustacquiretheseskillstoevaluatetexts,
assess plya wayforstudents
todemonstrate
whattheyknow.Itis a way
undergraduate
mediareports,
andconstruct
better
whattheyknow.Atitsbest,writing
is
arguments,
amongthemany tohelpthemunderstand
central
ofthepolitical
sciencecurriculum.
Inshort,
col- learning"
is so essentialto learning"
(51).As a result,
objectives
"Writing
needtodeveloptheseskillstothink,
andcom- that"onecannot
beeducated
andyetunabletocommunicate
one's
write,
legestudents
municate
ideasinwriting
form"
(PaulandElder2007,4).
effectively.
or "highstakes"(Elbow1997)writing
Traditional,
formal,
WRITING
IS CRUCIAL
INCULTIVATING
CRITICAL
THINKING
often
fall
short
in addressing
theaforementioned
assignments
SKILLS
in
the
students'
often
problems
college
writing;
assignments
Wehavelongheardaboutthedeclining
skills
of
also
fail
to
students
critical
skills.
In
a trastudents,
writing
help
develop
thinking
a predicament
documented
inthereports
andstatis- ditionalwriting
studentsare expectedto demonperiodically
assignment,
ticsofpublicandnonprofit
educational
institutions
and skillsthattheyhaveacquiredeither
alike,suchas stratetheknowledge
theDepartment
ofEducation's
ofEducationSciences, in class or on theirown.Instructors
Institute
gradetheassignments,
PS April
2012299

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The Teacher: Learning throughWriting

Tablet
Paper I (Draft)
requirements
objectives
(**
(

"After
offailed
decades
Introduction:
5 pages
Students:
attempts
bya
Double-spaced
Learn
ofDemocratic
.
anda year State
thequestion
athand.
howtowrithemajor
string
presidents
12pt.font
ofbitter
President
thesections
and
describe
combat
ofanessay:
partisan
components
Obama
onMarch
thethesis.
summarize
23,
Titte
and
Introduction,
signed
legislation
Body,
Subheadings
tooverhaul
thenation's
health-care sections
2010,
Conclusion.
onliberalism
ndsocial
e
andguarantee
accesstomedical democracy:
how
todescribe
someone
system
APSA
style Learn
Rages
for
insurance
of
tensofmillions
numbered else'sargument
without
Describe
andsocial
liberalism
... Thelandmark
Americans.
bill
onit:description.
by
signed
commenting
aswell
asassumptions#Stapled
democracy
Mr.
will
toan
Obama
summarization
provide
coverage
heldbyeachideology
Learn
30million
whocurrently. Apply
estimated
how
tobreak
into
people
ideologies
theliberal
andsocial
lackit."
NewYork
Times,
their
suchas
(Source:
components
tothe
democratic
ideology
13.2010)
andhypotheses:
September
assumptions
health-care
debate.
ofassumptions.
recognition
Write
anessaydiscussing
this
health-care Analyze
theliberal
andsocial
Learn
howtoappl
abstract
debate
theperspectives
of
democratic
|ntheU.S.from
arguments
concerning
toconcrete
caseswith
knowledge
thetwopolitical
ofliberalism
thehealth-care
the
address
issue;
ideologies
the
of
those
goal
understanding
andsocial
Your
should
of
weaknesses
and
both
democracy.paper
strengths
casesbetter:
inference.
thesolution
andtakea sideby
offered
(1)explain
byeach
approaches
* Learn
how
torriake
interpretation
tothehealth-care
anargument.
ideology
coverage
constructing
ofarguments.
andevaluation
Provide
the
reasons
citizen
(i.e..whether
challenge
every
why
* Learn
toconstruct
how
an
becovered
should
ornot)
madebyeachideology
their arguments
byapplying
#
argument/thesis.
and
and
offer
are
controversial.
assumptionsarguments;(2)
compelling,
own
for
oneofthe
orconvincing.
flawed
your
why
argument
a better
solution
tothe Conclusionprovides
ideologies
health-care
predicament.
. Briefly
summarize
thetopic
ofthe
andthemain
paper
argument.
feedback
thatidentifies
andweaknesses,
and declarative
andprocedural
(Anderson
1976),whichis
providing
strengths
knowledge
to reflect
on theresponses
andincorporate
the thenotionthatstudents
areoftenable to articulate
or declare
expectstudents
feedback
intotheirsubsequent
Thisexpected
communi- theirwriting
intentions
before
are
able
to
or
writing.
they
apply demoncationbetween
theinstructor
andthestudent,
often
does stratetheseat a satisfactory
however,
level,a phenomenon
repeated
notoccurforseveralreasons,
notleastofwhichis thatstudents throughout
humanperformance.
Thisperformance
difference,
are oftennotoffered
an immediate
to applynew between
whatis intended
andwhatis achieved,
is a productive
opportunity
from
the
feedback.
In
other
when
reviconsistent
with
notion
of
the"zoneof
words,
(1978)
knowledge
gleaned
space
Vygotsky's
sionis notallowedorencouraged,
student
is
less
or
the
area
for
improvement
proximaldevelopment"
optimal
learning.As
failures
of
communication
both
the
instructor
detailed
in
the
a
crafted
text,
likely.
Simple
by
following
carefully
writing
assignandthestudent
thefeedback
hinderstu- ment,
liketheonewepropose,
cansettheconditions
forstudent
during
loopcanfurther
dentimprovement
andenhanced
1997;Sommers
1982; engagement
(Hodges1997;Lunsford
learning
opportunities.
Underwood
andTregidgo
2006).As a result,
manyofthechalATWO-STAGE
WRITING
ASSIGNMENT
WITH
ofintroductory-level
students
are PREPARING
lengeswe see in thewriting
POSTSCRIPT
and
when
write
for
repeatedagain
again
they
upper-division
courses.
Thewriting
we posithereintegrates
critical
thinkassignment
Thepairedassignments
we positherereflect
careful
thanks
to
a
recursive
underHere,
assign- ing
process.
writing
meaning
mentdesignusingstagingand scaffolding
of writing
andrefinement
as a result
ofthestudent's
revision
assign- goesaccretion
bothofwhichprovide
formeaningful
feedback process.Thisapproachchallenges
and
ments,
opportunity
simplelinearprocessing
and student
demonstration
ofimproved
and thecommonstudent
beliefthatafter
thepaperis turned
in,the
thinking,
writing,
Feedback
forcommunicationthinking
is over,thejob is done.The assignment,
coninstead,
learning.
loopsbuildopportunities
betweenthestudentand instructor
the
of
sists
of
two
during development
papers,a draft(table1) anda final(table2). In the
rather
thanonlyas evaluative
information
after firststageof theassignment
mustwritea
writing,
provided
(PaperI), students
an assignment
is finished
andgraded.Suchloopsfacilitate
both paperaddressing
thequestion
as illustrated
incolumn
1oftable1,
thelearning
content
andwriting
Scaffolded
writof
which
are
described
in
column
2.
Column
3 andcolimprovement.
specifics
defined
as progressive
thatbuild umn4 oftable1provide
listsofstylerequirements
andtheobjecingassignments,
assignments
skillsets,alsoprovide
demonstra- tivesof the assignment,
The questionrequires
increasingly
complex
tangible
respectively.
tionofimproved
ofthinking
and writingin our students
to examinethequestionofhealthcarein theUnited
performance
case the construction
of moresophisticated
oftwopolitical
argumentation States,fromtheperspectives
ideologies,
namely
the
use
of
external
sources.
liberalism
and
social
students
areasked
through
democracy.
Specifically,
Ourdesignfurther
extendsthewriting
andevaluatethesolutions
oftheseideologies
to the
assignment
beyond to identify
theformal
of
to
also
include
a
or
health-care
in
United
the
States.
this
performancewriting
postscript
challenge
Although quesmemothatprovidesstudentswithspace forreflection,
self- tionmaynotseemespecially
attheoutset,
notethat
challenging
and meta-cognition.
Thisapproachtapsintoboth neither
theUnitedStatesas a case study,
norhealthcareas a
assessment,
300 PS April
2012

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All use subject to JSTOR Terms and Conditions

Table 2
-II (Final)

CTYHWQUWaPtrc
question

offailed
Introduction:
written
"After
5pages
Better
andargued
decades
essays,
attempts
bya
Incorporation
offeedback
anda year State
athand,
describe Double*spaced
ofDemocratic
thequestion
from
presidents
string
12pt.font
thesections
the
instructor
orTA.
President
andsummarize
ofbitter
combat,
partisan
Rvaluation
in
Title
onMarch
thesis.
oftheargument
Obama
23,
legislation
signed

evidence
tooverhaul
healthoffurther
thenation's
2010,
(theincorSubheadings
Mght
Sections
andsocial
onliberalism
* Citation:
APSA
oftheoutside
caresystem
andguarantee
accessto
sources!),
style
poration
democrac*
Pages
Further
of
ofdescripfor
tensofmillions
numbered
medical
insurance
development
Describe
andsocial
liberalism
of
... Thelandmark
bill
Americans.
tion,
Stapled
application,
recognition
signed
by
astheassump- *
aswell
democracy
First
inference
and
Mr.
will
toan
andoutside assumptions,
Obama
papers
provide
coverage
held
tions
eachideology.
by
areattached. analysis.
whocurrently
estimated
30million
. Apply
people
theliberal
andsocial
demo- sources
Examples
lackit."
NewYork
andcounter
Times.
(Source:
examples
cratic
tohealth-care.
ideology
andexplained.
13,2010)
. Analyze
September
given
andsocial
demotheliberal
*
Construction
ofanuanced
the
anessaydiscussing
this
health-care cratic
Write
concerning
arguments
substantiated
argument/thesis
intheU.S.from
of health-care
address
theweaktheperspectives
debate
issue;
withevidence.
ofboth
andstrengths
thetwopolitical
ofliberalism nesses
ideologies
" Postscript
reflects
meaningful
a sidebyconandsocial
Your
should approaches
andtake
democracy.
paper
with
of
theprocess
engagement
anargument.
Provide
offered
thesolution
(1)explain
byeach
structing
Meaandlearning:
writing
made
thearguments
tothehealth-care
reasons
why
coverage
ideology
cognition.
whether
citizen
arecompelling,
(i.e.,
byeachideology
every
chaHenge
orconvincing.
ornot)
their controversial,
flawed
should
becovered
byapplying
to
and(2)offer Useatleast
outside
andarguments,
five
sources
assumptions
for
orsubstantiate
anarguoneofthe
own
challenge
argument
why
your
a better
solution
citation
andquotatothe ment.
Proper
provides
ideologies
arerequired.
health-care
tion
predicament.
Conclusion:
Briefly
thetopic
summarize
ofthe
andthemain
paper
argument.
Postscript:
Explain
thechanges
made
youhave
andwhat
through
youlearned
those
changes.
in thecourseor textbook.
(deductions
). This goal is
Asking drawnin lightof new information
topic,is discussedanywhere
case addressed
student-conducted
which
be appliedto a noveltopicandan uncovered
thatideology
research, addsa numthrough
on the
in thinking
without berofsourcesrepresenting
variousideological
it aimsto engagestudents
is intentional;
positions
material
coveredin classorbythetext- healthcareissue.Searching
foroutsidesourcesnotonlyexposes
influence
fromspecific
ofclass- students
tothefirst
butalsoforces
orrecycling
book.Forthisassignment,
research,
simplerecitation
stepsofconducting
ofideasto themtoreada variety
ofarticles
from
which
thenmustchoose.
whileapplication
roomnotesis therefore
they
inadequate,
arerequired
anduse atleastfivesourcesto
Students
toidentify
a newsituation
is required.
We also require
thatall
orchallenge
an argument.
Thedraft
ofthreemajorparts.In thefirst
part substantiate
paperconsists
are
attached
to
the
with
the
from
the
course
sources
sections
students
each
papers
quoted
highexplain political
ideology.
Benefiting
are lightedso thattheinstructor
orteaching
assistant
canevaluate
thatdescribes
variouspoliticalideologies,
students
material
summarizand describethe thestudent's
useofsourcesinquoting,
to uncover
theimplicit
assumptions
paraphrasing,
expected
andsocialdemocracy
madebyliberalism
basicarguments
(recog- ing,andcitation.
incolIn thesecondpartofthepaper,students
In addition,
mostpartsofthefinalpaper,as illustrated
nition
ofassumptions).
thesame.However,
as thestudents
return
applythepoliticalideologiesto thehealthcareissue,positing umn2 oftable2,remain
draft
wouldbe in relationto the totheir
workinPaperII,theyreflect
ontheearlier
whatthepositionofeachideology
(PaperI),
on thenew assignment
debatein theUnitedStates(inference
feedback,
). In on theinstructor's
requireongoinghealth-care
are
students
andcontrasting
thesetwopositions, ments,andon thenewsourcematerial.
thelastpart,bycomparing
Moreover,
ofthearguments
to writebetterand moredetailedinterpretations
and
students
needtoevaluatethemerits
associated expected
thantheyachieved
in thefirst
andconstruct
theirownarguments
withtheideologies
(interpre-evaluations
by
paperas required
are
the
final
In
other
the
second
tation
andevaluation
Because
these
first
words,
papers
paper's
question.
paperrequires
ofarguments).
basedonfeedback
andadditional
information.
Thisrevinotmeanttobe research
students
papers,
onlyrelyonthecourse revision
oftheseideologies
with- sionrequires
a rethinking
ofinitialpremises,
whichencourages
material
thatprovides
basicdescriptions
critical
ofprevious
evidence
aboutthenatureofthehealth- severaldistinct
skills:theevaluation
outsearching
forfurther
thinking
in
of
of
After
thepaperisturned
students
receive
claims
new
the
critical
examination
careissueanddebate.
in,
information,
light
defined
in thefirstdraft,
drawnon an
basedon thesubstance
and assumptions
inferences
extensive
feedback
on theirdrafts
based
oftherubric
illustrated
intable3.
setofinformation,
andinterpretation
complex
stylerequirements
increasingly
both
old
stuon
information
and
new
information.
For
the
Thesecondstage(PaperII) oftheassignment
revision,
challenges
abouttheconclusions
to use theuniversity's
dentstothinkcritically
theyhavealready studentsare also strongly
encouraged
PS April
2012301

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The Teacher: Learning throughWriting

In thefirstpaper,mostpapersarelocatedsomeanddevelopsustainable, morestrictly.
centerto obtainpeerfeedback
writing
in short,thetwo-part
revisionprocesses,
self-initiated
assign- wherebetweenAverage/Above
Average(column2) and Below
In
academic
conthe
secondassignment,
mentengagesstudents
inanincreasingly
(column
3).
complex
papersthat
Average/Poor
fall
of
new
sources
into
the
Below
are
thatis enriched
the
addition
versation
clearly
Average/Poor
category relatively
through
GoodCategory
thatmustbe thoroughly
considered few,whilethosefallingintotheExcellent/Very
andadditional
perspectives
aremany.
forthesecondpaper.
andevaluated
(Column1) andtheAverage/Above
Average
category
thatfollows,
demonstrates
one ofthe
ofeachstageoftheassignment, The draftparagraph,
Toemphasize
theimportance
mistakes
madein thefirst
bothpaperscarry
thesamegradevalue-15%ofthefinalgrade. mostcommon
papers-theinaccurate
ofideologies.
areoftenusedinterdoesnot definition
Socialdemocracies
on thefirstpaper,however,
Receiving
goodfeedback
the
with
and
classical
whichis an
a
on
the
second
Because
second
liberalism,
changeably socialism,
paper.
guaranteegoodgrade
that
a
of
individual
freedom
and
the
standards
are
"favors
anda
additional
steps
higher(see ideology
highdegree
paperrequires
a lowergrade weakstatein ordertoensurethegreatest
even
if
couldreceive
this
thegrading
rubric
attable3),a student
prosperity
is
often
confused
evaluation
oftheimprovementmeanstolerating
onthesecondpaper.Foraccurate
2010,
(O'Neil
64),
inequality"
to submittheir withtheNorthAmerican
versionoftheterm,
which"typically
arerequired
thetwoversions,
students
between
stateand greater
stateinvolvement
in ecofirst
paperswiththesecond(final)paperas wellas to include impliesa stronger
nomicaffairs"
mentioned.
as previously
(Ibid.)The revision
processnotonlyallowsstucopiesoftheoutsidesources,
revision
and dentsto correct
theirmistakes,
butalso to adopta moreglobal
inwhichstudents
self-assess
their
Thepostscript,
the
theentire
case:
reflect
onwhattheyhavelearnedfrom
bymoving
beyond American
writing
assign- perspective
of
the
second
of
the
most
is
one
ment,
important
requirements
1
to as metacognition
is oftenreferred
, orthe SampleParagraph
paper.Thisexercise
Socialism
hasbeena political
that
hasbeenusedby
ortaking
a "critical
kindofthinking
aboutthinking,
ideology
(metacogni- Draft:
somehavefound
itvery
andits
numerous
countries
theactualprocessofcritical
tive)stancetowards
history;
throughout
thinking
while
others
didnotlastlongunder
thisform
ofgovernsuccessful
thatlies at theheartofcritical
analysis(Moon
representation"
TheFormer
Union
forself-reflection
on
ment.
ofSoviet
Socialist
havetheopportunity
(U.S.S.R.)
2008,126).Students
Republic
The postscript , in which students self-assess their revision and reflect on what they have
learnedfrom the entire writing assignment, is one of the most important requirements of the
second paper. This exercise is often referred to as metacognition,
or the kind of thinking
about thinking , or taking a "critical (metacognitive) stance towards the actual process of
critical thinking and its representation" that lies at the heart of critical analysis.

declared
itself
a socialist
state
intheearly
andbecame
a world
theprogress
andtheevolution
oftheirideas.Furthermore,
1920s
they
for
much
of
the
twentieth
until
in
theiraims,shedding
on
their
even
canarticulate
intentions,
super
power
century
collapsing
light
the
China
still
considers
itself
a
socialist
state
fall
somewhat
short.
whentheactualperformance
1990s.
early
Currently,
may
andhasseena rapid
initseconomy
inthepastdecade.
intable3,helpsconvey
our
Wefindthattherubric,
illustrated
growth
or
and clarify
ourexpectations.
to students
Rubrics,
objectives
andavoiding
ofthese
Final:Byregulating
socialexprivatization
reasons:
arehelpful
foratleastthree
(1)Theymake
scoring
guides,
social
democratic
countries
can
ensure
penditures,
equality
among
therequirements
ofanassigniteasierforstudents
tounderstand
that
itscitizens.
Socialdemocracy
hasbeena political
has
ideology
the
rationale
of
their
students
understand
ment;(2) theyhelp
been
used
numerous
countries
and
of
by
history
throughout
aspects
between
comments
gradesbyspecifically
seeingtherelationship
it
can
be
found
in
numerous
in
countries.
governments
European
intherubric;
ontheir
criteria
papersandtheevaluation
presented
andteaching
and(3)theyhelpbothinstructors
assistants/graders Manystudents
alsohavedifficulty
evidence
into
incorporating
maintain
standards
andconsistency.
theirarguments.
Thedraft
thatfollows
the
liberal
ideolapplies
the
without
use ofoutsidesources,
ogyto healthcare
although
EVALUATING
PROGRESS:
SAMPLEPARAGRAPHS
AND
second
the
revised
several
sources
one,
paragraph,
incorporates
POSTSCRIPTS
toexplainwhatliberalideology
wouldoffer
todiscussions
ofthe
between
thetwopapers. 2010healthcarelaw.
Students
demonstrate
significant
progress
the
two
versions
Additionally,
comparing
oftheconIn manycases,theyrealizethattheirunderstanding
thata revision
thatincorporates
outsidesourceshelps
suggests
thesecondpapers students
ceptshas beeninadequate.Moregenerally,
becomemoreawareandcritical
oftheir
ownbiases.This
Inrevis- reviewallowsstudents
ingeneral,
andmoreaccurate
definitions.
clearer
present,
tosee differing
frameworks
andperspecstudents'
becomemore tivesthat
arguments
ingtheirfirstpaper(draft),
their
beliefs:
challenge existing
Theirdistinction
between
anddeveloped.
substantiated,
coherent,
andtheirgrammar
andpunctuatheideologies
becomesclearer,
2
SampleParagraph
tionaregenerally
correct.
On average,
thesecondpapershavea
Draft:
Inapplying
thisideology
somepapersearn
tothehealth
careissue,
liberalbyabout10 points,although
higheraverage,
seethenewhealth
lowergrades
inpart,
becausethesecondpapersaregraded
ismwould
carebillasunacceptable
and
perhaps,
302 PS April
2012

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All use subject to JSTOR Terms and Conditions

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The Teacher: Learning throughWriting

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andmadetheessay
more
coherent
madebytheTA'swere
theeffeccarenotonly
restricts
Universal
health
unconstitutional.
applied,
In
it
effective.
the
of
and
outside
sources
health
care
and
of
the
ofcompetition
intheeconomic
tiveness
process revising adding
aspect
clear
to
that
information
solidifies
over
became
me
additional
too
much
control
the
but
also
abundantly
industry, gives government
a
thecredibility
ofanargument,
theoutside
sources
offered
inorder
to
notbesacrificed
liberties
should
lives.
Individual
provided
people's
.
.
valid
to
into
the
.
life
of
and
A
would
that
liberal
benefits.
make
sureeveryone
quotes
essay.
variety
opinions
integrate
say
getsequal
butI believe
thisessay
demonstrates
Some
areinherently
different.
because
isinherently
(I)twaschallenging,
effectively
unequal
people
ofintegrating
outside
inanargument.
theimportance
sources
earnmore
benefits.
thanothers
andtherefore
work
harder
people
that
thecapitalist
free
market
follow
Health
careshould
system
what
I
forced
metoreevaluate
4:Thispaper
Sample
Postscript
the
It
should
be
liberalism
by state,
very
loosely
regulated
supports.
I knew
about
bothliberalism
andsocialdemocracy.
Both
thought
andcompetitive.
butforthemost
partfree,
private
inmeaning;
thetrue
terms
intoumbrella
terms
however,
lumped
needtobetraced
backtotheir
forcomplete
underfear
that
because
thenewlegislation
Final:Liberals
havefought
origins
they
meanings
A
lot
of
our
comes
in
the
form
of
American
care
will
"undermine
in
health
involvement
standing.
political
understanding
government
and
editorials
that
exacerbate
misunderon
innomedia
in
a
"detrimental
effect
Source
result
values"
,
spin opinionated
family (Outside #1)
ofpolitical
mebetter
underThispaper
financial
andcreate
an"'Orwellian'
Source
vation"
#2),
(Outside
helped
cap
standings
ideology.
of
filter
out
invalid
stand
the
basic
tenets
both
to
better
the
life"(Outside
Source
onthevalueofhuman
#3).
Giving governideologies
when
these
terms
areapplied.
andsocial
amassive
economic
tocontrol
such
ment
assumptions
sysenough
power
of
liberal
values
temashealth
carewould
against
gocompletely
andperhaps
mostimportantly,
students
thatthey
Third,
report
some
andminimal
Infact,
individual
freedom
saythat
giv- learnaboutthe
government.
conof
abstract
theories.
implications
Theyreport
health
careisstretching
over
universal
power
ingthegovernment
their
considerations
of
the
real
world
conseto
learning
itscurrent
Clause
"Commerce
watermark,"
(Out- nectingofthe
powers
beyond
high
variedideologies
quences
"If
can
liberals
fear
that
Most
of
sideSource
all,
#4).
government
. . .why
care?"
howtoprocosts
metolearn
a magic
wandandlower
hashelped
waive
(Out5:Thisessay
stopathealth
Sample
Postscript
for
thecomindividual
liberties
arerelinquished
a
Ifsome
ducea coherent
and
use
sources
to
sideSource
#3)
producestrong
arguargument
willnotabuse
thegovernment
Italsohashelped
metobetter
understand
theliberal
and
mongood,
then
who's
tosaythat
ment.
individual
further
andinfringe
what
eachideology
that
socialdemocratic
toapply
Keeprights?
uponother
bytrying
power
ideologies
andkeephealth
would
drive
outexcess
that
thehealth
would
think
with
toa very
realissue,
profits
system
regards
being
ingourcurrent
Source
forallpolicyholders"
law.Finally,
theessaymademeconnect
care"affordable
insurance
(Outside
#3).
gained
knowledge
thisclasstothe"real
world."
through
in comprehension
thatoccursas
In additionto theirgrowth
thattheyapprestudents
alsoreport
onthese
result
ofthedrafting
6:Writing
a five-page
paper
ideologies
Sample
Postscript
strategy,
for
anopportunity
thepostscript
becauseitprovides
clear
and
ciatewriting
from
ofthebookmadethefundamentals
justknowledge
of
andshowawareness
and
themtoreflect
on theentireassignment
learned
these
examined
tothefullextent.
Having
ideologies
students
In their
I
thatclear
madeitpossible
toconnect
what
their
specifically having
postscripts,
processes.
understanding
learning
of
the
state
distinct
benefits
three
I
not
have
a
learned
from
the
book
to
outside
sources.
Now
First,
only
assignment. they
report
ofthe
thata revision
allowedthemtohavebetter
clear
oftheideologies
butcanconnect
them
tooutunderstanding
understanding
between
them.
distinctions
I
Even
I will
and
the
side
sources
because
of
what
have
learned.
better
yet
ideologies
anddeclare
it
inthefuture
nowbeabletolookata political
system
I changed
themany
1:When
revising
mypaper
Sample
Postscript
I haveknowledge
orthesocialdemocracy
of.
asliberalism
andsocialdemocracy,
and
ofliberalism
mistakes
inmydefinitions
asbeing
thesameassocial
theconfusion
ofsocialism
corrected
CONCLUSION
toreinforce
I alsoincluded
outside
sources
myargudemocracy.
ofa
critical
skillsareessentialformembers
thinking
andtheir
onthe Although
andsocialdemocracy
ments
ofliberalism
positions
a
that
is
to
1997,
(Barnett
society,"society
open progress
"learning
the
current
health
careissue.I havelearned
(s)about
many
thing
remainsan underaddressed
nevertheless
159),critical
thinking
liberalism
and
what
of
social
and
positions
democracy
ideologies
education.
Thisshortcoming
remains
ofhigher
despite
objective
thehealth-care
issue.
takewhen
would
confronting
they
callforlearning
BarrandTagg's(1995)now-famous
communities,
was
2:Themost
in whichstudents
demonstrate
discernable
partofthisessay
Sample
Postscript
challenging
learningoutcomes
Bothideologies
are
concise.
tocurricular
commutokeepmyexplanations
connected
attempting
directly
goalstoreplaceteaching
difficult
not
to
in
which
stuand
it
was
somewhat
nities
traditional
model
of
education
(the
over-analyze
very
complex,
higher
of
both
this
I
feel
Faced
with
the
issues.
are
of
dents
important Through paper myknowledge
passiverecipients information).
as
has
to
write
concise
critical
and
effecof
the
of
more
has
improved, myability
ideologies greatly
development
significant
challenge
we areundoubtedly
tivethinkers
analytical
arguments.
amongourcollegegraduates,
ifnever
soludueingenerating
wholly
adequate,
past
meaningful,
thattheirideashavebeenchallenged
Second,students
report
thatcritical
we do notwishto suggest
tions.Although
thinking
a process
ofthequestion,
as a resultofa morecareful
rethinking
addressed
a pairoflinkedwritskillscanbe summarily
through
addition
of
and
the
instructor
feedback
thatis encouraged
by
by
we
contend
that
the
we
do
writing
assignment
students
statethat ingassignments,
outsidesources.
Asa result,
from
perspectives
here
distinct
traditional
writoffers
over
most
advantages
inthesecondstage posit
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The Teacher: Learning throughWriting

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