I. Critical Thinking
Critical thinking is an intellectually disciplined technique of skillfully and actively conceptualizing, synthesizing, analyzing, applying, and evaluating information generated by, or gathered from observation, reflection, experience, communication, or experience, as a guide to belief and action. In its exemplary form, critical thinking is based on universal intellectual values that surpass subject matter divisions: precision, relevance, clarity, consistency, accuracy, good reasons, sound evidence, breadth, depth, and fairness. Alternatively put, critical thinking is a mode of thinking about any problem, content, or subject-wherein the thinker improves the quality of his/her thinking by deftly taking charge of components inherent in thinking and enforcing intellectual standards upon them.
II. Why is Critical Thinking Important?
Critical thinking is vital in that; it raises a well-cultivated critical thinker. By this, the thinker raises important problems and queries, formulating them precisely and clearly. Additionally, critical thinking is essential in helping the thinker gather and evaluate relevant information, utilizing abstract ideas to clarify it efficiently resulting in well-reasoned solutions and conclusions. Critical thinking aids in effectively communicating with others to establish solutions to complex problems. Furthermore, critical thinking is of importance as it heightens one’s effective communication along with problem-solving abilities plus a commitment to overcome our egocentrism and sociocentrism.
III. Express Your Thoughts through Essays
Students can learn vocabulary words, language rules, and also how to structure essays. What proves difficult is learning to develop ideas. According to experts from our site, altering the way you process and consider information will assist you to improve the clarity and structure of your arguments and conclusions. It is wise to express your thoughts through essays, however, do so using critical thinking which will aid you in adequately expressing your opinions along with making your sentiments less arbitrary. Critical thinking, especially when constructing college essays plays significantly when one is making inferences, judgments, and decisions. Making inferences entails concluding what is suggested but not explicitly stated. Decisions primarily involve choices and come later when the essayist has appraised the different possibilities. Similarly, judgments come after evaluations and typically state the preference for one thing over the other once you have investigated both. Critical thinking in education produces well-informed learners, that is, learners who understand ideas which are useful, important, and powerful. Another is to train learners to think analytically and critically. Essay writing, reveals an individual’s thoughts. Students who lack in critical thinking often experience difficulties when developing their ideas. As an essayist, it is important to strategically express your thoughts once you have thought critically and analyzed presented information fairly.
IV. Surround yourself with individuals smarter than yourself
Surrounding yourself with individuals who are not only smarter than you but smarter in different ways gives you the breadth of perspective required to make better decisions. Some individuals do surround themselves with other individuals who will make them look good, at least in the short run. However, in the long run, the decisions of those individuals will suffer. They will find their first ideas confirmed by those around them rather than challenged by sharper minds. If you want to seem like the big fish in a little pond because it strokes your ego, please, throw your ego away. For one to learn, become skilled at something, and develop critical thinking skills, it entails hobnobbing with people smarter than yourself. Not only do smart people rub shoulders with individuals smarter than they are, but it is also certain that some of that intelligence permeates their perspective. In sum, if you want to develop your critical skills; delete your ego and befriend smart people. Furthermore, if you are eager to learn, surround yourself with individuals smarter than you are. By doing so, you will learn methods of thinking critically, and also take lessons from their personal lives.
V. Formulate your Questions on a Paper
Questions are excellent learning tools. A good question can shift paradigms, open minds, and forces the uncomfortable but transformational cognitive dissonances that can help create thinkers. In education, we value a student’s ability to answer our questions. But more importantly is your ability to formulate and ask your questions-and more critically, your willingness to do so. Formulating your questions on paper is a straightforward, rigorous process aimed at assisting you to learn how to develop your questions, improve your questions, and strategize on how to utilize your questions. In the process, you develop divergent, metacognitive, and convergent thinking abilities. The question formulating technique requires you to produce your questions, improve your questions, and prioritize your questions. Expressing your questions on paper is the genesis-the “big bang”-where learning starts. At the formulating stage, information that has entered the brain combines with other ideas and begins to synthesize new ideas. Questions demonstrate curiosity. Questions represent the beginning of innovation and discovery. Therefore; it is vital to formulate your questions on paper as this aids in organizing, comparing, interpreting, translating, giving description and also stating main ideas.
VI. Put yourself in other people’s shoes
Empathy will help you develop your critical thinking skills. Be it improving your negotiation tactics or better understanding literature, positioning yourself in another’s shoes will help you understand their motivations, turmoil, and aspirations. You can utilize this information to get leverage, be persuasive and better yourself. Once you correctly understand, your way of thinking becomes more accurate and suitable for the situation. Empathic intelligence: placing yourself in another’s shoes requires you to unlace yours. The connection between empathy and critical thinking is not that obvious; it might even appear as contradictory. Nonetheless, since critical thinking involves seeking, evaluating and analyzing multiple perspectives on a complex issue or question, then being capable of seeing through another’s eyes is essential. The empathy gained from perspective taking is a precursor to nuanced thinking, effective communication, and taking positive measures in the actual world.
VII. Become a self-critic
Self-critical individuals are always analyzing the situation despite the outcome. They are continually seeking methods to improve. Individuals who are already content with themselves rarely try to do better. Being a self-critic means, you think everything through several times. Additionally self-critical people are better than most at listening to others. There is always room for improvement, and they welcome others’ suggestions on how to do so. An individual who’s received five promotions in six years might get a swelled head. Self-criticism prevents this from happening. Continuously questioning your processes averts you from developing an ego. Being self-critical does not entail one method of doing something-perfectly. It involves learning all the available options to you thereby you don’t default to one way of doing things or one way of thinking.

I. Thesis statement:
Even though opponents claim that students should not work while in college as it consumes the time that could be used in doing other things. However, this is not justified as students who work while in college are able to improve their academic performances, gain multiple life experiences and help them in starting their career life.
II. The opponents claim that students should not work while in college.
A. Students will not have the time to study or perform other activities.
B. Students may not have a mean of transportation to their jobs.
C. They will learn how to prioritise things and manage their time.

D. They can work on campus from the library to events organizing teams.

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III. The first reason why students should work while they are still in college is that it boosts their academic performances.
A. Students learn how to manage their time and become more organized which helps them raise their grades.

B. They can use the knowledge gained from their working life to improve their coursework.

C. Students are more able to work in teams than the ones who don’t work.

IV. The second reason is that students gain various life experiences.
A. Earning money of their own increases their level of independence.

B. They learn how to budget things and spend money more wisely.

C. It helps in building their characters.

V. Another reason is that working helps them in starting their future careers.
A. Their work experiences help them in communicating with future employers.
B. It’s a chance to gain practical experience and network with professionals in your field.

C. A way to create a work record for their resume.

D. They have the ability to observe different management styles.

E. Help them stand out at an interview by keeping a record of the problems they faced and their solutions.
F. Shows employers how ambitious they are and their work ethics.

VI. Conclusion

I. Introduction:
Thesis statement: Violent video games have been viewed as the reason for the mass aggression and negative behavior in young children due to the intense graphics , violent content and lack of censorship, on the other hand it is viewed as stress relievers and a method to reduce anxiety.
II. Violent video games carry a lot of negative psychological effects
A. It causes violent behavior.
1) Playing a lot of violent video games may cause the user to be more aggressive and may tend to bully or fight other people. People who play violent games had a more hostile personality and believed violence to be a more common and behaved more aggressively in their lives.
2) There was a study in the journal of the American Medical Association in 2014 that found a casual link between playing violent video games and long term aggressive behavior. Other studies also showed that people who tend to play M-rated games were likely to cyberbully other users , get into physical fights, be hostile , argue with teachers and express aggression towards their colleagues throughout the school year.
B. Children are imitating the behaviors of the violent characters in video games
1) By playing as the violent characters in video games, children tend to mimic the behaviors of these characters and have a difficulty differentiating between reality from the fantasy and may result in copying the actions they see in video games without understanding the consequences of these actions.
2) Jane Katch an expert in Child Development and Early Childhood Education, said in an interview with Education week “I found that young children often have difficulty separating fantasy from reality when they are playing and can temporarily believe are the character they are pretending to be.”
III. Video have a negative social effects on its users
A. There is a negative relationship between violent video games and social activities
1) Playing violent video games excessively consumes a great deal of time that it distracts the player from participating in real life events or participate in any social activity and the exposure to violent video games decreases the possibility that the player will engage in an activity that helps another person.
2) In the study by the APA, children that started playing violent games transformed to see the world in a more aggressive way, and became more verbally and physically aggressive later in the school year and were likely to be isolated from others in the society.
B. The exposure to a lot of violent video games lower empathy and decrease kindess
1) high exposure to violent video games lower moral reasoning skills of the players and increase their aggressive thoughts and behaviors which often leads to decrease the empathic feelings and prosocial behavior,
2)

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