Crucial connections: An exploration of critical thinking and scholarly writing

Donnelly, R. and Fitzmaurice, M. (2011) Crucial connections: An exploration of critical thinking and scholarly writing. In: Critical Thinking. Nova Science Publishers, Inc., pp. 160-173. ISBN 9781613244197 (ISBN)

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Abstract

Academic writing in the context of producing quality research articles is something which all academics engage in and there is evidence of increased attention to supporting the development of the writing and subsequent output of academics and research students. However, while scholarly writing is learnt in complex ways, critical thinking is an intrinsic part of such writing, and is highly valued across all the academic disciplines and indeed is a high priority on both employability and citizenship agendas. However, in practice the teaching of critical thinking is difficult and there is a lack of discussion about what it means within the context of the writing process. This study describes a pedagogic intervention with a group of academic staff to support the participants not only to explore critical thinking in their own writing, but also to consider in depth how they would apply this learning to their work with students in higher education. Within the context of an academic writing module on a postgraduate programme for academic staff in higher education, an action research approach was used with participants to improve their understanding of the role of critical thinking in the academic writing process. The data suggests that the pedagogic intervention resulted in greater confidence in terms of participants' critical writing skills and also supported them to help their own students in the academic writing process. An exploratory model is proposed for critical academic writing encompassing a series of scaffolded in-class activities, virtual peer learning, and tutor feedback - culminating in the publication and dissemination of individual practicebased educational research. © 2011 Nova Science Publishers, Inc.

Item Type: Book Section
Additional Information: Export Date: 23 February 2015; Correspondence Address: Donnelly, R.; Learning, Teaching and Technology Centre, Dublin Institute of TechnologyIreland; References: Antoniou, M., Moriarty, J., What can academic writers learn from creative writers? Developing guidance and support for lecturers in Higher Education (2008) Teaching in Higher Education, 13 (2), pp. 157-167; Badley, G., Academic Writing as shaping and re-shaping (2009) Teaching in Higher Education, 14 (2), pp. 209-219; Canagarajah, A.S., (2002) Critical academic writing and multilingual students, , Ann Arbor: University of Michigan Press; Casanave, C.P., (2002) Writing games: multicultural case studies of academic literacy practices in higher education, , Mahwah: NJ: Laurence Erlbaum; Duron, R., Limbach, B., Waugh, W., Critical Thinking Framework For any Discipline (2006) International Journal of Teaching and Learning in Higher Education, 17 (2), pp. 160-166; Elder, L., Paul, R., Critical thinking: Why we must transform our teaching (1994) Journal of Developmental Education, 18 (1), pp. 34-35; Ivanic, R., Lea, M.R., New Contexts (2006) New Challenges: the Teaching of Writing in UK Higher Education. In Teaching Academic Writing in U K Higher Education, pp. 7-15. , Hampshire: Palgrave Macmillan; Jacobs, C., On being an insider on the outside: new spaces for integrating academic literacies (2005) Teaching in Higher Education, 10 (4), pp. 475-487; Johns, A.M., (1997) Text, role and context: Developing academic literacies, , Cambridge: Cambridge University Press; Lea, M.R., Academic literacies: a pedagogy for course design (2004) Studies in Higher Education, 29 (6), pp. 739-756; Leki, L., (1998) Academic Writing: Exploring Processes and Strategies, , 2nd ed. New York: Cambridge University Press; Ganobcsik-Williams, L., (2006) Introduction: Starting Point Theory and Pedagogy in Teaching Academic Writing in U K Higher Education, pp. 3-6. , (ed.) Hampshire: Palgrave Macmillan; Moore, S., Writer's retreat for academics: Exploring and increasing the motivation to write (2003) Journal of Further and Higher Education, 27 (3), pp. 333-342; Morss, K., Murray, R., Researching Academic Writing within a Structured Programme: insights and outcomes (2001) Studies in Higher Education, 26 (1), pp. 35-52; Mürau, A.M., Shared writing: Students' perceptions and attitudes of peer review (1993) Working Papers in Educational Linguistics, 9 (2), pp. 71-79; Schatzman, L., Strauss, A., (1973) Field Research: Strategies for a Natural Sociology, , Englewood Cliffs: Prentice Hall; Stacey, J.D., Granville, S., Entering the conversation: reaction papers in advanced academic literacy (2009) Teaching in Higher Education, 14 (3), pp. 327-339; Srierer, B., Schoolteachers as Students of Academic Literacy and the Construction of Professional Knowledge within Master's Courses in Education (2006) In Teaching Academic Writing in U K Higher Education, , Hampshire: Palgrave Macmillan; Sword, H., (2007) The Writer's Diet, , New Zealand: Pearson Education
Uncontrolled Keywords: Academic writing; Advanced academic literacy; Collaborative dialogue; Critical thinking; Peer review
Depositing User: National Forum
Last Modified: 05 Dec 2015 01:56
URI: http://eprints.teachingandlearning.ie/id/eprint/3929

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