Guide Questions for Essay:

1. What differentiates being intelligent from a critical thinker? Cite social realities that
complement your stand.
2. Define a fine line that connects common sense to critical thinking. Is common sense needed to
cultivate critical thinking? If not, defend your stand.
3. Critical thinking: Nature? Or Nurture? Expound your claim. (Hereditary or environmental?
4. What is critical thinking for you? Identify ways on how to become critical thinker drawing its
future relevance on you as a social studies teacher.
5. What are the interconnections and dissimilarities of critical thinking and scientific reasoning?
Can one exist without the other?
6. Based from the article, create your own conclusion that encapsulates the entire article
7. Be guided by the rubrics following on these bases:

Directions: Your essay will be graded based on this rubric. Consequently, use this rubric as a guide
when writing your essay and check it again before you submit your essay.

Traits 4 3 2 1

Focus & There is one clear, There is one clear, There is one topic. Main The topic and main ideas
Details wellfocused topic. Main wellfocused topic. Main ideas are somewhat are not clear.
ideas are clear and are ideas are clear but are clear.
well supported by not well supported by
detailed and accurate detailed information.
information.

Organization The introduction is The introduction states The introduction states There is no clear
inviting, states the main the main topic and the main topic. A introduction, structure,
topic, and provides an provides an overview of conclusion is included. or conclusion.
overview of the paper. the paper. A conclusion is
Information is relevant included.
and presented in a
logical order. The
conclusion is strong.
Voice The author’s purpose of The author’s purpose of The author’s purpose of The author’s purpose of
writing is very clear, and writing is somewhat writing is somewhat writing is unclear.
there is strong evidence clear, and there is some clear, and there is
of attention to audience. evidence of attention to evidence of attention to
The author’s extensive audience. The author’s audience. The author’s
knowledge and/or knowledge and/or knowledge and/or
experience with the experience with the experience with the
topic is/are evident. topic is/are evident. topic is/are limited.
Word Choice The author uses vivid The author uses vivid The author uses words The writer uses a limited
words and phrases. The words and phrases. The that communicate vocabulary. Jargon or
choice and placement of choice and placement of clearly, but the writing clichés may be present
words seems accurate, words is inaccurate at lacks variety. and detract from the
natural, and not forced. times and/or seems meaning.
overdone.