Step 8, part D Students from countries which can broadly be said to have a ‘Confucian system’ (particularly China, Japan and South Korea) have difficulty with critical thinking because of the academic cultures found in these countries1.1 have taught many people from this part of the world, and they always seem to have difficulties2. Clearly, therefore, your mother tongue is also an important factor3. In my opinion, French and German speakers also have significant problems in this respect4. Recent research (e.g., Smith, 2001; Barton, 2004) indicates that it is not only overseas students who have problems with critical thinking, but British students as well5. This research is supported by www.criticalthinkingcourses.com6. 1. This is fine. However, although an explanation is offered, you are of course able to challenge the premise if you wish. 2. The evidence provided is weak and is based on personal experience. You cannot draw such strong conclusions from unscientific sources.
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3. There is no justification for this assertion. Specific language is being used to try to convince you of the strength of the argument - clearly (i.e., you are stupid if you cannot see this) and therefore (i.e., there is a cause and effect link), but no reasoning is provided. 4. This statement is not based on reason, but on personal experience. This is not appropriate in academic writing. 5. Makes reference to recent research. Also, it uses some hedging devices and does not try to claim too much. This assertion is appropriate. 6. The Internet suffix indicates that this site belongs to a company, and the website name suggests that the company has a vested interest in students who may have weak critical thinking skills (i.e., the company can sell such students its products).
Step 9, part D 1. [Increased flexibility] [comes from] [not slavishly following] [the linear order] [of the text], [but] [by adapting] [your reading strategies] [accordingly] [(e.g.,] [reading the conclusion] [first]). The benefit of dividing up the text in this way can be seen more clearly if it is presented in a single column: Increased flexibility comes from not slavishly following the linear order o f the text, but by adapting your reading strategies accordingly
(e.g., reading the conclusion first). 2. Increased flexibility comes from not slavishly following the linear order of the text, but by adapting your reading strategies accordingly (e.g., reading the conclusion first). Note: Some words (e.g., adverbs) may be considered ‘content’ depending on the context e.g., slavishly/accordingly.