How Writing is Related to Critical Thinking

Critical thinking is a process in which an opinion or resolution is formed from viewing a problem or issue from various perspectives through study, research, and careful observation. A process such as this is usually not promoted in public schools through the traditional writing process, and students enter the higher education environment unprepared for the writing experience. From this realization, a movement known as the writing-across-the-curriculum movement has been formed to encourage writing through a critical thinking process. In Engaging Ideas, John Bean states:
The writing-across-the-curriculum movement. . . is largely a reaction against
traditional writing instruction that associates good writing primarily with
grammatical accuracy and correctness, and thus isolates writing instruction
within English departments, the home of the grammar experts. The problem with
traditional writing instruction is that it leads to a view of writing as a set of
isolated skills unconnected to an authentic desire to converse with interested
readers about real ideas (15).

Another View: Metaphors for Writing in French Versus English

Writing does not necessarily have to be a clear step-by-step format. According to the French, the rough draft is considered the brouillon, metaphorically speaking “to place in disorder, to scramble (16). Writing, as opposed to the traditional format, is not a structured approach; thus, the writing process starts out as “a journey into disorder, a making of chaos” (16).

Writing, Thinking, and a Dialogic View of Knowledge

Most students who enter into college possess the dualistic viewpoint. According to the dualists, there is a set of right and wrong answers, and we are just “empty buckets being filled with data by their professors” (18). The idea of looking at both sides of a situation is an unknown process to students, especially in the dualistic mindset. Students enter a road block due to the fact that there are those taught not to take sides. The thinking skills required in critical thinking can be very much of a struggle; therefore, conjuring up a thesis out of “disorder” is a daunting experience.


Avoiding a Thesis: Three Cognitively Immature Essay Structures

Bean presents certain structures that appear among new writers. There is the “And Then”, “All About”, and “Data Dump Writing.” Each structure lacks an incoherent message and lack of critical thinking skills. The “And Then” structure is a chronological structure students resort to that does not offer a solution, but rather a summary. “All About” appears to be well organized and thoroughly because of all the bits of information included, but once again, not a clear argument. “Data Dumping Writing” has no structure or direction at all, but is more like a paper created out of frustration.


What Causes These Organizational Problems?

Are these students products of poor instruction, or are they just not ready for academic writing? Psychologist, Jean Piaget, leans to the idea that they are “concrete operational reasoners” (24), focusing on information; although, this way of thinking can be turned around with the right kind of training and the environment (like my historiography class). Data and information obtained is eventually turned into arguments and presents a message the student is trying to get across.

Implications of These Theories for Teachers

As Bean states about one of his colleague’s lessons “My colleague’s goal is to help students see the difference between history as on damn thing after another and history as a complex interplay between data and interpretation” (28). Allowing time for classroom writing or discussions will enhance the students’ learning experience. It has been believed that this may take away from the time allotted to teach content, but in reality the students will be more prepared to digest and make new connections between data that is presented to them.


Teaching thinking Through Teaching Revision

The goal is to go from the Positivist model of writing to the Composing process. The positivist model includes:

1) Choose a topic.
2) Narrow it.
3) Write a thesis.
4) Make an outline.
5) Write a draft.
6) Revise
7) Edit
(29-30)

The composing process includes:

1) Starting point: perception of a problem.
2) Exploration
3) Incubation
4) Writing the first draft.
5) Reformulation or revision
6) Editing
(30-31)

I think it is interesting that the thesis is mentioned in number four of the composing process, along with reformulation or revision. The argument may change through the process of research, and looking at the issue through multiple perspectives.


My Conclusion…

I’m happy I chose this chapter because it goes along with what I said at our last class meeting concerning my experience in the historiography class. This program puts the students in the critical thinking mode and in the “journey into disorder, a making of chaos” (16). We researched a topic (problem or issue) of our interest, and spent the semester backing our claims. There was not a particular structure or outline, but rather we were given the opportunity to research information so we can form our own ideas. Although the process was quite rigorous, it ended up being very fulfilling because I was able to develop my own claim and defend it. Students entering into college have rarely been given this opportunity!! Toward the end of the semester my professor, Dr. Judy Ford, shared with us that “the one important skill you should obtain while in college is that of critical thinking, if you didn’t get this then we didn’t do our job.” So true!!