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"Teachers of critical thinking also need to be mentors and coaches,developing a range of strategies for modeling critical thinking,critiquing student performances, and otherwise guiding studentstoward the habits of inquiry and argument valued in their disciplines."(page xiv)

..."early feedback with writing "encourages meaningmaking, andclearly explain the instructor!s expectations and purpose... goodwriting assignments evoke a high level of critical thinking, helpstudents wrestle productively with a course!s big questions, teach waysof seeing, knowing, and doing... but# Teachers must plan for it andfoster it though out the course." (page $) meaningcreating, andcritical thinking. This translates into every aspect of a student%sacademic career, they wrestle with problem solving, writing as aprocess, they promote critical thinking as opposed to memori&ation

and repetition like a mindless drone.

"'ritical thinking rooted in problems... wresting with conditions of aproblem...nding ways out. " (page $)

*+T- is itself an act of problem solving/ (page 0)

"ood problems...grow our of good talking..." (page 1)

"*riting as a process" (page 23)

"brouillon" to place in disorder, to scramble (page 21)

"...constructive view of knowledge that demands critical thinking 45memori&ation and regurgitation..." (page 26)

7pinionseveryone has the right to onelittle purpose in defending it,not compelled through process of thinking... (page $$)

*+T-89oining a conversation where people are already disagreeing

with each other, or 9ointly seeking answers to shared questions thatpu&&le them." (page $$)

"...good writing assignments produce discomfort , emotional strugglerooted in awareness that a problem exists, and writers must take+5:5; proposition in response to problem, competes for readersallegiance with other di<erent propositions." ($$0)

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meaningnot what you start with but end up withmessy processwhere writers become engaged with a problemsformulate, develop,complicate and clarify their own ideas=>?T (page $0)

5tudents attitude towards knowledge writing a<ects their productstudents cannot learn to thinking critically until...they can set asidetheir own visions of the trust and re@ect on alternatives...cognitivedissonance undermines students condence in their own settled beliefsor assumptions (page $6)Anlearnexisting networks must be partially dismantled if learner is tocreate new networks that embrace fuller more detailed knowledge=>+BC+ T7 +CDC>+- T=>- DC>+- -C* ($6)writing becomes a means of >'T4C DC>+--allows them to link theteaching of writing to their own interests in teaching the modes of

inquiry and discovery in their disciplines (0)+hetoric was missing in the students overall idea of writing (6)oal of E;'show students how a writers decisions are often functionsof their rhetorical situationpurpose, audience and genre. (03)...things that concern novice writerscan use in my paper,con9unctions, thesis in introF (page 01)

 The most enforced concept in responding to student work so far ispositive feedback. t%s important that the students feel their work isvalued and understood because it%s still early on in the semester and

we%re trying to set a certain level of approachability when it comes toassignments. *e%re currently primarily concerned with answering theirquestions. This has proved to be pretty e<ective so far. imagine thatas soon as conferences begin, we%ll be focusing a little more onconstructive criticism as opposed to strictly positive feedback.

>s noted in the textbook, feedback to student writing is primarily important

because it promote meaningcreating, and critical thinking. Thistranslates into every aspect of a student%s academic career, theywrestle with problem solving, writing as a process, they promote

critical thinking as opposed to memori&ation and repetition like amindless drone.

+ead as a common reader.

t makes sense. Br. *ick emphasi&ed how 9arring a paper marked all inred is and the importance of positive feedback as opposed to strictly

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critical observation. Eeedback becomes less of a dialogue between thestudent and professor and more of a tirade, essentially illustrating theirown ambition over the student%s.

2. ?egin by poking.$. >sk about the general process. >sk about concerns.

. >sk them about their strongestGweakest part. (*hy do you think soF nwhat ways would you consider making this betterF)

'ome to conf. with a hard copy of essay, ready to take notes.