Chapter 7 and pgs. 731-759: Thinking Critically and Editing
Chapter 7 and pgs. 731-759: Thinking Critically and Editing
In the workplace, major decisions are often reached after careful research; research is a deliberate form of inquiry and a problem solving process. When we perform research, we must think critically as we read and interpret the various related materials. As we begin researching a subject, we, as writers, should first stop and be sure that we are asking the right questions. If we are not, we will not be able to gather useful information. Next, the writer is expected, when thinking critically, to explore a balance of views while remembering that not every source is equal, nor is every viewpoint. Finally, while performing the research process, the writer must be sure to attain an adequate depth in the search.
Most students perform well using surface level material. This is information gleaned from the popular media, i.e. magazines, newspapers, tv, radio, etc. This information is geared for the "average" individual, and therefore, is generalized and often without many facts, statistics, quotes, etc. A general knowledge of the topic occurs after reading surface level information. A deeper level of understanding is reached when the researcher digs deeper into the subject by utilizing trade and business sources. This level focuses more on practice than on theory and ranges from moderate to highly specialized information. Information contained within this level usually contains more facts, quotes, etc., but it may be biased due to who is publishing the information, and if it is published for public relations or as an attempt to honestly educate. The last level of depth is that of specialized literature. This level focuses both on theory and practice for professionals. It consists of medical, academic, legal, etc. information that is very specific to the field of study. How deep should the writer need to go?
That decision must be based on the writer's purpose, topic, and audience. For example, if a student is doing research to present a five page paper in a general government class on the overthrow of Communism that occurred in Russia, he or she may get what is necessary on the surface level with general magazines, for example. However, let's say that the student needs this information as part of graduate course studies. The assignment, in an upper division education course, will now require 20 pages of researched material. With the expectation of more understanding and knowledge about the subject, now the student will have to go another level in depth as well. Perhaps, the paper will evolve now into a report on the failure of Communist economic theory. Another scenario might have the writer researching the same subject for a company that wishes to establish trade with Russia. Now, the writer must utilize all three levels of depth to adequately provide all relevant and pertinent information is his/her report. This report would, perhaps, be presented as a 50 page evaluation of current economic and trade conditions in Russia, post Communism. Again, the audience and purpose will influence the depth of the topic to be researched.
The final step in the critical thinking research process is to evaluate and interpret the findings. The writer must ask if the information is accurate, relevant, representative, logical, etc. Sometimes, the researcher discovers that their original premise was wrong, and needs to be reevaluated, if their claim cannot be convincingly supported. Considering ALL the evidence in this light will produce a more valid logical conclusion.
I have included the section on Editing for Grammar, Usage, and Mechanics for this week's readings. If you know what your weak areas are this is the perfect opportunity to learn the correct way to do something. Regardless, read carefully each area and ask if this is a problem for you. This is an important review for what you have all covered in grade school and high school English because even if we have something great and wonderful to say, if it is obscured by poor grammar and punctuation, no one will recognize the content as good. If every sentence contains a misspelled word, incorrect grammar, or punctuation, the focus on the reader goes to HOW it is written and not WHAT is written. The writer wants the reader to remember the point of the writing, not how it was expressed. Most writers would prefer that we not be judged on how we wrote, but WHAT we had to say. Therefore, pay close attention to the do's and don'ts of the section, and it will, overall, make a positive impact on any writing situation that you encounter.
Summary of Key Points 
Last Updated:
May, 2005
Patricia A. Hutchins
http://www.delta.edu/pahutchi/113unit4.html