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In
conclusion, Academic writing does not rely on innate ability or talent but,
like other forms of writing it develops with dedication and practice. Critical
thinking is a developmental process as is academic writing which is cultivated
by continuous practice. Being critical entails asking obvious questions,
checking for assertions and rhetoric as well as confirming scholarly
authenticity. It also involves an aspect of practicality where the author has
to feel his or her way into the material, this is achieved by doing constant
checkups with reference to the individual understanding of the issue in
question. Critical writing entails a confident and concise refusal to
acknowledge the conclusions of other authors without confirming the arguments
and evidence provided. It also advocates for a uniform presentation of the
rationale supporting the conclusions of other writers or treating them with caution.
It should be a clear demonstration of one’s argument and evidence, thereby
leading to an individual’s conclusion. Critical writing as a discipline entails
recognition of one’s limitations in one’s argument, evidence, and conclusion.

In
relation to writing, critical thinkers evoke vital questions, devise them in
language that is clear and precise, identify assumptions made with reference with
regards to asking the questions, adjust when confronting valid points
contradicting expectations, and remain rigidly honest. Writers engaging in
critical thinking exhibit the above-mentioned traits on paper, in any given
discipline do so by following guidelines which determine the degree to which one
has adhered to the topic in question. This is determined by the measure and use
of certain elements on one’s paper with respect to the characteristics of the
topic in question, in this case, Critical thinking.

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Many
people describe critical thinking as thinking outside the box, this implies one
has to conceive possibilities that lie outside the manner in which something
was initially perceived. In order for one to think outside of the realms of
one’s possibilities, one requires some kind of structure, one must formulate
logical patterns to gain some form of understanding. Critical thinking
advocates for one to pay attention to conditions that influence how one already
perceives things such as objects, other people, the world, issues, experience,
language, institutions and oneself (Vallis, 2010). These are examples of the
many things that form the box which tends to leverage our thinking.

Critical
thinking, with reference to academia, is defined with respect to skills or
abilities such as analysis, evaluation, selection, questioning, judgment, and
reflection. It can lead to thinking as well as writing in a clearer manner.
Critical thinking particularly when applied to writing is influenced by
intellectual standards, including precision, accuracy, clarity, relevance,
depth, and breadth. It is important in critical writing that the thinker is
engaged in self-improvement and self-assessment. The various levels of thinking
are all appraised for precision, validity, context, and accuracy (“The Relationship
Between Clear and Critical Thinking and Writing”, 2016). Critical thinking
is a system designed to help one to heed how one believes in relationship to a
specific idea, question or issue.

Referencing
allows an individual acknowledge the contribution of researchers and other
writers in his or her work. It is a way of giving due credit to the authors
from whose words and ideas have been borrowed from. By citing the research of a
particular author, one acknowledges and respects the intellectual property
rights of the scholar (“Why is Referencing Important? | UNSW Current
Students”, 2013). Referencing is a means of providing evidence to support
the assertions and claims in an individual’s assignment. References should
always be authentic, thereby allowing the readers to ascertain the sources of
information an individual has used.

In
Academic writing, persuasion is meant to sway the actions or attitudes of a
particular audience on specific issues. The intention of a persuasive essay is
to convince readers to embrace the writer’s point of view on a subject and or
agree with a recommended course of action. To achieve this purpose, writers are
required to develop a reasonable and logical argument supporting their opinions
(“Persuasive Essay Elements”, 2012). Writers are meant to establish a
stance and provide relevant and detailed evidence organized locally to support
their viewpoint. They distinguish between fact and fiction, they analyze and
counter the views of others, in addition to participating and answering reader
concerns and rejoinders.

 

Critical
engagement is dependent on the writing skills of the author which can be
attributed to critical writing. It involves using a number of writing skills in
addition to the personal qualities. An individual, therefore, has to learn to
present his or her reasoning and testimonies in a transparent, well-structured
manner (“Critical
Thinking and Writing”, 2018). Essentially, this is an active process, as
ideas and information are not only received but also analyzed, processed and
evaluated carefully to find evidence substantiating the information.

Objectivity
advocates for emphasis on the information one will provide as well as the
arguments one intends to make. This is closely related to the underlying nature
of the academic study and writing in detail. Nobody desires to know an
individual’s thoughts and beliefs but instead require what one has studied and
learned and how this thought process led to various conclusions (Gillett, 2018).
This should be based on discussion, research, and reading which is important to
make clear.

Formality
refers to the extent to which one uses common words as opposed to idiomatic,
colloquial words. The levels of formality one writes with should be guided by
the expectations of the audience and the intended purpose. Some of these levels
include; Formal: this is intended for a known audience, Semi-formal: this is
intended for a known individual and Informal which is incorrect in this context
(Koutraki, 2015). Understanding the various levels help an individual gauge the
effectiveness of his or her communication and make adjustments.

Writing
can be described as a mechanism for doing critical thinking and a byproduct of
communicating conclusions of critical thinking. It is fundamental to engage in
critical thinking when devising an argument and providing the assumptions and conclusions.
When critical thinking is not exercised, our thoughts come across as volatile
and arcane. Academic writing is described as linear in English, which means it
has one theme or central point of every segment contributing to the main
argument. It is meant to instruct rather than amuse. Academic writing to some
extent is: formal, complex, objective, responsible and hedged (Gillett, 2018).

Critical
thinking has been described in a number of different ways in the last decade.
It has been described as a mode of thinking about any material, content or
issue whereby the thinker improves the quality of his or her thought process by
skillfully scrutinizing, assessing and reconstituting it (“Our Conception
of Critical Thinking”, 2015). More recently, it has been defined as the
ability to think rationally and clearly with respect to what to do or what to
believe (Joe Lau & Chan, 2018). It is characterized by the ability to
employ independent and reflective thinking. Critical thinking is
self-disciplined, self-directed, self-corrective and self-monitored. It entails
sufficient communication and problem-solving abilities, in addition to a
commitment to overcome our indigenous socio-centrism and egocentrism. The term
critical deduces linguistically from two Greek lineages: “kriticos” (meaning
perceptive judgment) and “kriterion” (referring to standards). Critical
thinking does not necessarily entail amassing information. An individual with
good memory backed up with facts in equal measure is not automatically good at
critical thinking. A critical thinker is able to draw conclusions on what he
knows and is well versed in making use of information to resolve issues and to
seek suitable sources of information to inform himself.

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