“Critical thinking is thinking about

your thinking while you are

thinking in order to make your
thinking better.”
Dr. Richard Paul, the Centre for Critical Thinking
“If you don't learn to think,
someone will be more than
happy to think on your behalf.“

(Derek Cabrera, PhD)

Academic English
Session 3

ANNA LOSEVA

anna.loseva@isb.edu.vn
A few important words
about your HW submissions!
VIDEOS
● well-prepared content, lively & natural
delivery
● positive, friendly attitude, appreciation of
your classmates <3
● “keep camera ON!” → more focused!
BE PROFESSIONAL!
→ clothing
→ background
→ presentation
→ body language
→ light and sound
Image source: https://memberpress.com/
...off your notes
Watch each others’ videos!
FOLLOW INSTRUCTIONS!
★ file name
★ task completion
★ word count / minute limit
★ give detailed responses
★ stay on task!
Be professional in your
email correspondence!
Follow the etiquette of business communication.
Today we will...

● Discuss critical thinking

● Practice critical reading and
source evaluation

● Share and get feedback on

group essay outlines
What is happening? Describe.
 What does “thinking critically” actually
mean? Complete the sentence with your
idea.
1. Thinking critically means... asking a lot of questions.
2. .. thinking from different perspectives
3. .. thinking objectively, unbiased
4. … thinking in an organized manner
5. … thinking to help your thinking become better!
Critical thinking process
KNOWLEDGE: What do you know? What have you learnt?
COMPREHENSION: What do you understand?
APPLICATION: How can you put it to use?

➔ ANALYZE: break down the information, examine it

➔ SYNTHESIZE: put it back together, create
something unique
➔ EVALUATE: based on the above steps, make
judgements, produce and defend your own opinion
Image source: https://www.open.edu/
 Remember to...

● Recognize
bias and
emotive
language

Image source: https://flexiblelearning.auckland.ac.nz

 Remember to...

● Recognise
inferences
(unstated ideas that
lie between the
lines)

Image source: https://flexiblelearning.auckland.ac.nz

 Remember to...

● Distinguish
between
fact and
opinion
Image source: https://flexiblelearning.auckland.ac.nz
Objective vs
subjective
statement

Image source: https://www.literacyideas.com

BEWARE!
! a false fact is still a fact, but needs to → The USA was founded in 1865.
be proven incorrect

→ A majority of experts agree that

! Opinions may look like facts if they use smoking daily can lower blood
professional language or terminology. pressure and overall improve health
conditions.

! Judgement/emotive language → great, disgusting, terrible, lovely,

represents opinions. good, bad, etc.

! The word “SHOULD” signals an opinion.

Watch this later:
How to Identify Fact vs. Opinion in Writing & Research

As you watch, make notes of some specific tips HOW to

identify fact vs opinion
 Remember to...

● Evaluate the
sources

BUT HOW???
Image source: https://www.21stcentech.com/
Importantly, recognize YOUR
OWN beliefs and opinions about
the topic.

Be ready to QUESTION them.

Be ready to CHANGE your position

- with sufficient evidence.
 The IELTS exam adequately
prepares students for academic
writing in international universities.

Image source: http://abroadcorner.vn/

STEP 1: Discuss with a partner.
READERS’ BACKGROUND and ASSUMPTIONS

The IELTS exam adequately prepares students

for academic writing in international
universities.

1. What do you already know about the topic?

2. What are your beliefs and values about the

topic? What are your beliefs based on?

STEP 2: Skim the page and find the following info.
WRITER’s BACKGROUND and ASSUMPTIONS

1. What is the writer’s background?

2. How might it affect the writer’s approach to

the topic and interpretation of evidence?

Article title:

“The IELTS is not academic writing.”

Go to the source
(https://eflmagazine.com/)
Document to work in
STEP 3: Read the article and make notes on the
following: Writer’s argument and evidence

1. What is the writer’s main argument?

2. What conclusions does the writer draw?
3. How has the writer limited the argument?

4. What sort of evidence does the writer use for

support?
5. Does the evidence offer adequate support? Why
(not)?
6. Do you find the evidence credible? Why (not)?
STEP 4:
Discuss your own READER’s REACTION

1. To what extent do you accept the author’s

conclusions?

2. How has the writer’s argument changed your

views on the topic?

Final task:

What would this source

look like in a reference list?
Gaston, J. (2020). The IELTS is not academic
writing. EFL Magazine. Retrieved from
<https://eflmagazine.com/the-ielts-is-not-aca
demic-writing/>
Final task #2:

Is it, in fact, an appropriate

source for an academic
essay?
How skeptical should you be of the source
and the author?

Image source: https://libguides.uccs.edu/

“The essence of the independent
mind lies not in what it thinks,
but in HOW it thinks.”
Christopher Hitchens, Letters to a Young Contrarian
 Group Essay Outlines
Enable access and commenting in
the shared google document!

Image source: https://blog.edmentum.com

 Group Essay Outlines, 15-min rounds
1. Read the outline of another group, discuss
2. Leave your feedback through the comment
function: specific comments, helpful questions.
What IS helpful feedback?
1. FB about structure: Is it clear what the structure of
the essay will be? Is the structure logical?
2. FB about argument: Is there a strong
thesis statement that can be supported by
facts?
3. FB about research: Is it clear what information will
have to be researched?
4. Does the outline show that the writing task is
clearly understood? Will the essay answer the
question?
5. Do research questions and CT questions look helpful? Offer
your own ideas.
 ROUND 1

Group 1 works with Group 2 outline

Group 2 works with Group 3 outline
Group 3 works with Group 4 outline
Group 4 works with Group 5 outline
Group 5 works with Group 6 outline
Group 6 works with Group 7 outline
Group 7 works with Group 8 outline
Group 8 works with Group 1 outline
 ROUND 2

Group 1 works with Group 3 outline

Group 2 works with Group 4 outline
Group 3 works with Group 5 outline
Group 4 works with Group 6 outline
Group 5 works with Group 7 outline
Group 6 works with Group 8 outline
Group 7 works with Group 1 outline
Group 8 works with Group 2 outline
Sharing settings!
“Anyone with the link” → Comment
Argument essay does NOT need to
follow PA style
HW for Session 4
● Unistep chapter 5 (quiz + speaking activity)

● HW#3 writing (link in the class spreadsheet,

enable commenting): Write 600 - 1000 words
evaluating TWO reference sources ON YOUR
GROUP TOPIC (no repeats for group members +
one of the articles MUST be a proper academic
article). Use p.81-83 for guidance + Qs in
today’s activity.
Each of the 2 evaluations includes:

1) reference information of the source, APA style

2) a short summary of the article content (2-3
sentences)

para 1: step 1 (reader’s background and

assumptions)
para 2: step 2 (writer’s background and assumptions)
para 3: step 3 (writer’s argument and evidence)
para 4: step 4 (reader’s reaction)

1 evaluation = 300-500 words

Looking ahead:

Group essay first draft

by session 5
Please login with your name
and group name (e.g. Khanh
Linh group 1)
 Thank you
and
see you next week!

anna.loseva@isb.edu.vn