Essays Developing Road Safety Culture

Given that schema govern the interpretation of input, a gradual introduction of critical thinking methods to the ESL writer seems advisable (Mc Vee, Dunsmore, & Gavelek, 2005).In order to bridge existing student schema to the US educational schema, for example, there must be a process of constructing, testing, and adjusting (Derry, 1996).ESL instructors can look to student writing itself for evidence that their students are struggling to produce thesis-driven essays or to develop critically thought-out arguments.

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Remember, you should not hand in any of these essays as your own work, as we do not condone plagiarism!

If you use any of these free essays as source material for your own work, then remember to reference them correctly.

American leaders like Thomas Jefferson (1816; as cited in Kaminski, 2005), Woodrow Wilson (1909), and Dwight D.

Eisenhower (1953) have extolled the virtues of a citizenry trained in discerning thought and have also pointed to education as a means of achieving that end (Kaminski, 2005).

ESL students struggling to create engaging thesis statements and develop argumentative essays may be blocked by the gap between existing and expected educational schema.

Wolcott and Lynch’s 5-Stage method for developing critical thinking offers a route by which students can bridge these gaps.

This is not to say that critical thinking is absent from these educational environments or from business and STEM majors; a false demarcation between a liberally focused American classroom and an authoritarian Eastern one, or even a humanities classroom versus a business or STEM classroom, obscures complexity on both sides and hinders understanding more than it helps it (Kumaravadivelu, 2003).

It is to say, however, that these students may require extra attention in developing critical thinking vis-à-vis the argumentative essay and other thesis-driven liberal arts practices such as presentations, discussions, debates, and other tasks of a similar nature.

These essays either add information indiscriminately in a chronological or ongoing ‘story’ format (the ‘And Then’), attempt to include an overabundance of encyclopedia-like information without any real overarching thesis (the ‘All About’), or simply ‘dump’ information in the hopes that the reader will make some organizational sense out of it (the ‘Data Dump’).

Taken altogether, problem essays such as these point to an issue with framing gathered information.


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