DOC 705R Day 3 Scholarly Writing Analysis: Constructing New Meaning From Multiple Sources
Scholarly Writing Analysis: Constructing New Meaning From Multiple Sources
Conduct a critical analysis of the Payne and Gainey (2003) and Tsui (2002) articles located in the Course Electronic Reserve Readings.
Complete the Scholarly Writing Analysis: Constructing New Meaning From Multiple Sources Worksheet.
Click the Assignment Files tab to submit your worksheet.
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Bring a hard copy of your assignment (with your name omitted) to class on Day 3 for a peer review activity.Â
Instructions:Â Report your analysis findings in the table below.
Introduction
· How is the article organized?
What are the main components of the article?
Language
· Word choice
Tone(formal, informal, academic, colloquial, or a combination)
Evidence of Bias
Consider types of authority/evidence, privileged/omitted voices, types of logic used, author’s situatedness, and so forth
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Implicit Meanings
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Summarize the implicit meanings you can infer from your analysis.
· Include any contradictions you can find in ideas, logic, tone, structure, and so forth.
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Instructions: Write a one- to two-paragraph evaluation of the authors’ claims using a chosen set of criteria. Be sure to state your conclusion(s) based on your evaluation.
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Instructions: Write a paragraph describing how your individual or group’s situatedness affects your reading of these articles.
Instructions:Â Write a two- to three-paragraph synthesis of the scholarly discourse represented in these two articles to create new knowledge or perspective about critical thinking in higher education. Consider using abductive reasoning, lateral thinking, or perspective switching to achieve your synthesis.Â
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