Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities

Condon, William; Kelly-Riley, Diane

doi:10.1016/j.asw.2004.01.003

Cited by 129 publications

(69 citation statements)

References 6 publications

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“…For another, writing may not be simply equated with CT. Condon and Kelly-Riley (2004) in Washington State University examined students in the Writing Assessment Program. Surprisingly, they found an inverse relationship between their CT and writing ability.…”

Section: Correlation Between English Majors' Cts and Efl Argumentativmentioning

confidence: 99%

Critical Thinking and Argumentative Writing: Inspecting the Association among EFL Learners in China

Pei¹,

Zheng²,

Zhang³

et al. 2017

ELT

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Nurturing critical thinking (CT) has been acknowledged as a core objective of tertiary education, and drawn attention from academia of teaching English as a Foreign Language (EFL) in China. The thrust of the present study was to determine the association between CT and EFL argumentative writing among Chinese undergraduates. To this end, 110 English majors across three grades at two universities were conveniently selected and given the critical thinking skills (CTS) test and EFL argumentative writing test. The results of this study indicated that undergraduate English majors in China did not possess strong CTS. Though their CTS was not found to be significantly correlated with EFL argumentative writing performance, textual analysis of typical essays showed that strong-CTS learners outperformed weak-CTS ones in relevance, clarity, logicality, profundity and flexibility of argumentative writing. The obtained results suggest a need to integrate CT into EFL writing instruction.

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Section: Correlation Between English Majors' Cts and Efl Argumentativmentioning

confidence: 99%

Critical Thinking and Argumentative Writing: Inspecting the Association among EFL Learners in China

Pei¹,

Zheng²,

Zhang³

et al. 2017

ELT

View full text Add to dashboard Cite

show abstract

“…On testing critical thinking separately from good writing, Condon and Kelly-Riley (2004) argue that writing and critical thinking are not necessarily linked, but are "abstract, complex, socially constructed, [and] contextually situated terms" (p.7). "Good" writing, the authors propose, varies according to the discipline; "Critical thinking" even varies by the values and the types of work required in the discipline.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although defined variously (cf. Condon & Kelly-Riley, 2004), "critical thinking" studies and tests continually add to methods that help the students develop their ideas beyond the superficial. For instance, Blattner andFrazier (2002, citing Ennis, 1993) affirmed that further purposes of critical thinking tests included "diagnosing strengths and weaknesses of students' critical thinking abilities, providing feedback to their students about their critical thinking skills, challenging students to improve their critical thinking abilities, and informing teachers about their students' critical thinking capabilities and how the instruction in their classrooms might have contributed to that development" (2000, pp.…”

Section: Literature Reviewmentioning

confidence: 99%

Warts and all: Using student portfolio outcomes to facilitate a faculty development workshop

Andrade

2007

Assessing Writing

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“…It is a survival skill as students are obliged to use it as a medium for learning other courses, to prepare home assignments and projects and, eventually, to communicate with their instructors. According to Condon and Kelly-Riley (2004), writing is a prerequisite for success in all academic fields and in workplace as well. However, writing is the most challenging language skill to master for both first and foreign language students (Umar & Rathakrishnan, 2012).…”

Section: Introductionmentioning

confidence: 99%

Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis

Kassem

2017

ELT

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The present study aimed at investigating the effect of using wikis on developing business writing skills and reducing writing anxiety of Business Administration students at Prince Sattam bin Abdul Aziz University, KSA. Sixty students, who were randomly chosen and divided into two equivalent groups: control and experimental, participated in the study. Two main tools were devised to collect data: Test of Business Writing Skills (TBWS) and Writing Anxiety Inventory (WAI). The experiment was conducted during the second semester of the academic year 2015-2016. A t-test was utilized to calculate the differences between the mean scores of the two groups in pre-and post-intervention. The findings of the study showed statistically significant differences between the mean scores of the experimental group and the control group on the post-TBWS in favor of the experimental group. In addition, the writing anxiety level of the experimental group, after the intervention, was significantly less than the control group. These findings revealed the positive effects of wikis on developing business writing skills and reducing writing anxiety of EFL learners. It is recommended that sufficient training should be provided to instructors on how to integrate wikis in business writing instruction. Pedagogical implications and suggestions for further research are presented.

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Assessing and teaching what we value: The relationship between college-level writing and critical thinking abilities

Cited by 129 publications

References 6 publications

Critical Thinking and Argumentative Writing: Inspecting the Association among EFL Learners in China

Critical Thinking and Argumentative Writing: Inspecting the Association among EFL Learners in China

Warts and all: Using student portfolio outcomes to facilitate a faculty development workshop

Developing Business Writing Skills and Reducing Writing Anxiety of EFL Learners through Wikis

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