How to Think Critically helps students develop their understanding of and ability to cultivate critical thought in support of their educational pursuits, as well as their personal and professional endeavors. The opening chapter describes the appropriate attitude required to think critically, the various stages of critical thinking, why critical thinking matters, and obstacles students may encounter as they approach critical thought. Additional chapters explore belief, truth, and knowledge; making and evaluating statements; the difference between reasoning and arguments; and how to create strong arguments. Dedicated chapters delve into the two main types of deductive logic: categorical and propositional. Students explore inductive logic with examinations of statistical syllogisms, generalizations, analogical arguments, causal arguments, and explanations. The final chapter focuses on logical fallacies to help students avoid the creation of bad arguments and to provide them with an efficient way to communicate criticisms of other's reasoning. An effective and indispensable guide for students, How to Think Critically is ideal for courses in the social sciences. The text is also optimal for use in college success and freshman orientation courses and programs.

If you want to start an argument in a teachers' lounge, bring up the topic of how best to teach grammar. There is a wide spectrum of opinion. Traditionalists claim that we must explicitly teach grammar. Students drill the basics and diagram sentences. Sometimes their study and drills take the place of writing, but these teachers claim that good writing demands good grammar. At the opposite end of the spectrum are teachers who claim that the best way to learn grammar is to write, thereby being forced to use grammar in writing and editing. They reason that students will learn grammar in the context of actually using it, without all the drills and worksheets. They trust the writing process to instill an appreciation for grammar, instead of actually teaching it. Teachers on the write-to-learn-grammar side claim that students who are only taught grammar rules might pass tests, but since they didn't learn in the context of writing, they typically don't apply the rules when they write. Grammar traditionalists say students in writing classes never learn grammar at all, because it is not explicitly taught. In Tools, Not Rules, authors Tommy Thomason and Geoff Ward take the middle-ground position that grammar should be taught as part of the writing process. Tommy Thomason is a veteran journalist and university journalism professor at TCU. Geoff Ward is a well-known Australian professor and associate dean from James Cook University in Townsville. Both have written several books and work extensively with American teachers. Publisher's website: http://www.eloquentbooks.com/ ToolsNotRules-TeachingGrammarInTheWritingClassroom.html

Undertaking a writing project for assessment can be a challenging prospect for students of all disciplines and especially those new to academic writing in higher education. The unique 12-step approach in this book leads students through the different stages that apply to any form of academic writing - gathering relevant information, processing that information through effective planning, creating the text and developing writing for future assignments including exam writing. The authors follow their tried-and-tested Smarter Student series approach to deliver timely, practical, hands-on guidance based on real-life experience from teaching and assessing students' writing. How to write for university - academic writing for success is an invaluable tutorial and reference for any student approaching university writing assignments.

Working independently does not mean going it alone: be guided through the Extended Project from start to finish and every stage in between. Written by Christine Andrews, who has extensive experience of EPQs, this step-by-step course companion will help you to: - Tackle every stage, including choosing a topic and planning your time, developing your project and keeping a log, and delivering the presentation and evaluating your finished product. - Make the most of opportunities to practise the skills required, with activities you can adapt as necessary. - Get inspired with a wealth of examples from different types of projects. - Develop effective strategies to avoid common pitfalls. - Create a project you can be proud of - one you can use in your personal statement, to make your university application stand out. Also available are PowerPoint presentations and a scheme of work put together by the author to facilitate the 30 hours of taught content. The presentation and scheme of work are not part of the AQA approval process.

This book offers an interdisciplinary approach to the teaching of academic writing and information literacy in a new digital dimension, drawing on recent trends towards project-based writing, digital writing and multimodal writing in Education, and synthesising theory with practice to provide a handy toolkit for teachers and researchers. The author combines a practical orientation to teaching academic writing and information literacy with a grounding in current theories of writing instruction in the digitalized era, and argue that as digital environments become more universal in modern society - particularly in the aftermath of the coronavirus pandemic - the lines between traditional academic writing and multi-modal digital writing must necessary become blurred. This book will be of use to teachers and instructors of academic writing and information literacy, particularly within the context of English for Academic Purposes (EAP), as well as students and researchers in Applied Linguistics, Pedagogy and Digital Writing.

Have you ever wondered why your students don't revise? Or why they revise ineffectively? Often, they simply don't know how. This is where The Revision Revolution comes in. What if, instead of just telling students to revise, we taught them explicit study skills from Year 7? What if we made revision enjoyable, even irresistible? The aim is not just to help students pass exams, but to embed their learning and help them grow into knowledgeable and informed young adults. In this book, Helen Howell and Ross Morrison McGill guide you step by step through how to start and sustain a revision revolution in your school, building a culture of effective study that flows through all aspects of school life.