Essay self-critique

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Essay self-critique

Translate this page from English Print Page Change Text Size: To the extent that our students need us to tell them how well they are doing, they are not thinking critically. Didactic instruction makes students overly dependent on the teacher. In such instruction, students rarely develop any perceptible intellectual independence and typically have no intellectual standards to assess their thinking with.

Instruction that fosters a disciplined, thinking mind, on the other hand, is degrees in the opposite direction. Each step in the process of thinking critically is tied to a self-reflexive step of self-assessment.

As a critical thinker, I do not simply state the problem; I state it and assess it for its clarity. I do not simply gather information; I gather it and check it for its relevance and significance.

I do not simply form an interpretation; I check my interpretation to see what it is based on and whether that basis is adequate.

Because of the importance of self-assessment to critical thinking, it is important to bring it into the structural design of the course and not just leave it to episodic tactics. Virtually every day, for example, students should be giving to other students and receiving from other students feedback on the quality of their work.

They should be regularly using intellectual standards in an explicit way. This should be designed into instruction as a regular feature of it. There are two kinds of criteria that students need to assess their learning of content.

They need universal criteria that apply to all of their thinking, irrespective of the particular task. For example, they should always be striving for clarity, accuracy, and significance. Of course, they also need to adjust their thinking to the precise demands of the question or task before them.

If there are three parts of the task, they need to attend to all three parts. If the question requires that they find specialized information, then they need to do just that. One simple structure to use in attending to this dual need is to provide students a set of performance criteria that apply to all of their work, criteria that they will be using over and over.

Then, make specific provision for encouraging students to think in a focused way about the particular demands of any given task or question before them. There are a variety of additional structures that can be used: This last paper is read to the class as a whole and a class-wide discussion is held about the strengths and weaknesses of the papers chosen, leading to the class voting on the best paper of the day.

The written recommendations go back to the original writer who does a revised draft for next time. Then the students work in groups of two or three to try to come up with recommendations for improvement for the students in their group based on the model established by the instructor.

Assessing Listening Since students spend a good deal of their time listening, it is imperative that they learn critical listening. We need to call on them regularly and unpredictably, holding them responsible either to ask questions of clarification or to be prepared to give a summary, elaboration, and examples of what others have said.

We ask every student to write down the most basic question they need to have answered in order to understand what is being discussed. You then collect the questions to see where they are at or you call on some of them to read their questions aloud or you put them in groups of two with each person trying to answer the question of the other.

Through activities such as these students should learn to monitor their listening, determining when they are and when they are not following what is being said. This should lead to their asking pointed questions. Assessing Speaking In a well-designed class, students engage in oral performances often.

They articulate what they are learning: They need to learn to assess what they are saying, becoming aware of when they are being vague, when they need an example, when their explanations are inadequate, etc.

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Here are three general strategies that have a number of tactical forms. One of the best ways to learn is to try to teach someone else. If one has trouble explaining something, it is often because one is not as clear as one needs to be about what one is explaining. By putting students in a group and giving them a problem or issue to work on together, their mutual articulation and exchanges will often help them to think better.

Oral test on basic vocabulary. One complex tactic that aids student learning is the oral test. Students are given a vocabulary list.SPEECH sELF-EVALUATION FORM from the Speaking Center at Agnes Scott College It is often useful to think about your speech once you have videotaped yourself or.

On the other hand, administered in moderation, self-criticism is the key to bettering yourself and your business. It's hard to improve without taking a clear-eyed look at faults. 3 Responses to “Interview self-critique” Danica Says: September 16, at pm. I was totally blown away to read your perspective on the issues you felt you were having with the interview.

Essay self-critique

David Sullivan’s Essay Response Sheet This response sheet gives you an overview of my reaction to your essay and the criteria I used in grading it. Each item is worth 10 points, for a total of The final score reflects the range your score fell into.

Anywhere between is . I have developed a sense for writing an essay which will pull my audience into the essays. A boring opening will cause the readers to lose interest in my paper.

However, an interesting, catchy opening will pull my readers into my essay and hopefully hold them there. It was a brave move by Lynsey to share that post and got me thinking about the topic of self critique.

My own experience of photography is that going through the process of critiquing your own work to see how you might improve is actually a very valuable process and as a result I’d like to encourage others to do the same as this weeks photography challenge.

Essay Critique Guidelines | English Major & Minor | Goshen College