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Critical thinking and academic integrity order 492626

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    Undergraduate
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CRITICAL WRITING AND ACADEMIC INTEGRITY 6

Critical Thinking and Academic Integrity

Development of New Knowledge in Academic Setting

When developing new knowledge, the first step is evaluating the topic of discussion to understand the proposed direction. New knowledge therefore has to be relevant to the topic and should support existing ideas presented by the topic. Credible sources are bound to present credible information hence a student should use credible sources to acquire academic information. Books, peer reviewed journals, scholarly articles, and credible websites could offer useful information required to develop a certain topic or support certain arguments. Alignment of new knowledge and existing knowledge is crucial when presenting ideas to avoid confusion and contradictory information (Cather, 2000 p.88).

Persuasiveness of an Academic Argument

The presentation of an argument determines its level of persuasion on the reader since it influences his or her perspective from the beginning to the end. The structure should begin with an introduction, followed by thoughts of researchers on the topic, supporting evidence, and finally the writer’s opinion. An argument must use supporting evidence in form of statistics, research findings, and expert opinions among others to indicate the reason for its adoption. The writer should analyze the information provided in support of the argument and give examples to help the reader understand the information further. Offering evidence from various sources eliminates biasness and makes information provided more credible to the reader. This indicates that not only one person holds the same argument and shows that there are underlying reasons for adopting the argument (Bretag, 2016 p.64).

Elements Required To Build and To Refute an Argument

In presenting an argument, the writer must involve logic and reasoning in explaining the reason for undertaking a certain argument. The reasons must make sense hence the need for providing evidence in form of information supporting the argument. The evidence must align with the argument to show support or contradiction of a certain argument. Background information is necessary when introducing a certain argument to introduce the reader to the topic of discussion that led to gaining a certain perspective on the topic. For example, when one takes the position that student leaders should be appointed but not elected, they need to first give information about student leadership; its history, nature, and significance. Through this information, the reader understands what student leadership means and begins to form an opinion of their own in their minds. This is where the writer then begins to introduce his argument to the reader giving reasons for choosing the argument (Cather, 2000 p.62). He then provides other writers’ arguments and insights about the topic of discussion. The writer then connects their thoughts to his own argument giving his opinion more weight and credibility. From this information, the writer is able to draw conclusions on his argument, which then enables him to design an action plan to exercise his ideas. In evaluating the sources of information used in providing supporting information, the writer must evaluate the procedures used by the authors in collecting data that led to drawing certain conclusions. The methods of data collection and their findings help in assessing the reliability of the information provided. The writer may analyze, evaluate, or interpret their work to deduct useful information that supports his argument.

Techniques Useful In Development of New Ideas

Developing academic content requires the writer to develop new ideas to write about in the paper (Cather, 2000 p.11). New ideas may emerge from other people’s suggestions, gaps in research, mind mapping, critical reading, and brainstorming. Mind mapping involves noting down pieces of ideas as they appear in one’s mind. Piecing together bits of ideas enables one to come up with a fully developed idea to write about. Ideas begin to develop in one’s brain bits by bits and making a graph of these pieces of information provides a clear picture on the overall idea. Brainstorming involves sharing ideas with other people who also contribute their ideas. The process of providing ideas on a certain topic result in development of mature ideas that helps the writer in building a topic. Listening to other people’s ideas offers one a different perspective that will benefit the development of an argument on the topic of discussion. Critical reading enables the analysis of written information to understand the position of the writer on the topic of discussion.

Critical Thinking Skills

Critical thinking skills are important in academic writing since they enable the student to have an in-depth look at information. This helps with development of ideas that lead to adoption of a certain argument. The student can then provide information that supports his argument and justify his perspective on a given topic. He therefore has an informed perspective that results into reasonable conclusions gathered from reviewing various sources. The student bases arguments on facts rather than assumptions and this information helps in solving problems faced by society. Ideas generated from critical thinking then guide form the basis of creative writing. The student can refine the ideas or use the informed ideas to come up with original ideas that guide towards discovering new possibilities. For example, critical thinking will enable a student assess problems facing the education system and provide an argument as to the main causes of failure as well as solutions. Creative thinking will then help the student to create a comprehensive plan of action to solve these problems (Budzik & Basher, 2013 p.45). Critical writing and creative writing therefore work together in providing useful information that helps in building and supporting an argument.

Academic Integrity

Academic integrity is an essential element in higher education since it ensures that students remain original in their work. It eliminates theft of ideas from students who work hard in developing and researching various ideas. Plagiarism is an example of stealing of ideas from a student which disregards his efforts in writing and researching his information (Gallant, 2008 p.24). It is therefore important to respect other people’s work and avoid presenting their ideas as your own since this contradicts academic integrity. Self-assessing tools enable one to check the quality of his work by ensuring it passes basic integrity tests and follows the proper style of referencing. They enable one to detect any shortcomings in their work hence make necessary corrections to match the requirements given by the instructor. The student can therefore make corrections in their work before submitting to the instructor for review.

References

Bretag T. (2016). Handbook of academic integrity. Singapore: Springer Publishers.

Budzik M. F., Basher S. (2013). Creative writing. New York: Kingfisher Publishers.

Cather W. (2000). On writing: Critical studies on writing as an art. New York: Knopf Publishers.

Gallant T. B. (2008). Academic integrity in the twenty first century: A teaching and learning imperative. San Fransisco: Jossey-Bass.