HUM301 Critical Thinking
Discuss the influence of feeling on your thinking. Are ruled more by your heart than your head or vice versa? Do you tend to focus positives or worry about negatives? What difference does that make? Identify at least one thing you can do to improve your ability to have a balanced thinking (thinking that considers both “heart” and “head”).
CRITICAL THINKING ESSAY – 10 POINTS
A topic, problem, question, or issue which includes Critical Thinking, Clinical Reasoning, and Clinical Judgement is given for this ESSAY (4-5 pages). In analyzing the topic, problem, question, or issue, students will utilize critical thinking analysis on the topic’s discussion.
RUBRIC FOR CRITICAL THINKING ESSAY
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Rating Criteria |
Emerging |
Developing |
Mastering |
|
1 |
1.5 |
2 |
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Summarized problem, question, or issue Points: /2 |
Issue/ problem is not stated or fails to identify and summarize accurately. |
Issue/ problem is stated, described, and clarified so that understanding is not seriously impeded by omissions. |
Issue/ problem is stated clearly and described comprehensively, delivering all relevant information necessary for full understanding. |
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Analyzes supporting data and evidence Points: /2 |
Information is taken from source(s) without any interpretation/ evaluation. Viewpoints of experts are taken as fact, without question. |
Information is taken from source(s) with enough interpretation/ evaluation to develop a coherent analysis or synthesis. Viewpoints of experts are subject to questioning. |
Information is taken from source(s) with enough interpretation/ evaluation to develop a comprehensive analysis or synthesis. Viewpoints of experts are questioned thoroughly. |
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Influence of context and assumptions Points: /2 |
Approach to the issue is in egocentric and socio- centric terms. Does not relate to other contexts. Analysis is grounded in absolutes, with little acknowledgement of own biases. Does not recognize context and underlying ethical implications. |
Presents and explores relevant contexts and assumptions, although in a limited way. Analysis includes some outside verification, but primarily relies on authorities. Provides some consideration of assumptions and their implications. |
Analyzes the issue with a clear sense of scope and context, including an assessment of audience. Identifies influence of context. Questions assumptions, addressing ethical dimensions underlying the issue. |
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Student's position (perspective, thesis/hypothesis) Points: /2 |
Position is clearly adopted with little consideration. Addresses a single view of the argument, failing to clarify the position relative to one’s own. Fails to justify own opinion or hypothesis is unclear or simplistic. |
Presents own position, which includes some original thinking, though inconsistently. Justifies own position without addressing other views or does so superficially. Position is generally clear, although gaps may exist. |
Position demonstrates ownership. Appropriately identifies own position, drawing support from experience and information not from assigned sources. Justifies own view while integrating contrary interpretations. Hypothesis demonstrates sophisticated thought. |
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Conclusions and related outcomes (implications and consequences) Points: /2 |
Conclusion is inconsistently tied to some of the information discussed; related outcomes (consequences and implications) are oversimplified. |
Conclusions consider evidence of consequences extending beyond a single issue. Presents implications that may impact other people or issues. Presents conclusions as only loosely related to consequences. Implications may include vague reference to conclusions. |
Conclusions and related outcomes (consequences and implications) are logical and reflect student’s informed evaluation and ability to place evidence and perspectives discussed in priority order. |
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Total: /10 |
COMMENTS:
