Critical Reading,
Writing, & Thinking &
Across the
Curriculum
Techniques
Richard Cain
Department of Public Health
objectives







Apply a technique called the SEE-I approach to writing a
short paragraph
Locate on an internet site, the eight Elements of Thought1
that support reasoning using the SEE-I approach.
Locate on an internet site, the nine Standards of Thought1
helpful in evaluating the quality of written work.
Blended use if Critical Thinking and Writing in an LEP Tier 2
Course
Using the Elements of and Standards of Thought in an
Assessment Rubric that Focuses on the use of “ A s” for
Acceptable and “I s” for Needs Improvement to
Encourage Improvement over a series of assignments
Use of Critical Thinking Techniques in a 300 Level Required
Course to Prepare for Class Participation from Assigned
readings.
General Use of Critical Thinking Techniques with In-Class
Assignments that Require Little Writing
1Foundation
for Critical Thinking
sources of learning
Blended Approach
Where did these ideas come from?

Foundation for Critical Thinking. (2010). 30th International
conference on critical thinking: How to teach students to
master content by developing a questioning mind. Berkeley,
CA. Foundation for Critical Thinking, Berkeley, California.

Nosich, G. (2009). Learning to think things through: A guide to
critical thinking in the curriculum. Columbus, OH: Pearson.

Elder, L., & Paul, R. (2010). The thinker’s guide to analytical
thinking: How to take thinking apart and what to look for when
you do. Dillon Beach, CA: Foundation for Critical Thinking.

Pink, D. H. (2009). Drive: The surprising truth about what
motivates us. New York: Riverhead.

Barnet, S., & Bedau, H. (2008). Critical thinking, reading, and
writing: A brief guide to argument (6th ed.). Boston:
Bedford’s/St. Martins.
SEE-I activity
Write down on a piece of paper a
thought or idea about anything
you would like to tell someone
SEE-I principles
SEE-I Principles1




State (S)
 Brief, clear, and precise topic sentence or spoken
thought
Elaborate (E)
 Provide more depth, greater detail
Exemplify (E)
 Clarify using an example of what is meant
Illustrate (I)
 Paint a picture in your readers or listener’s mind using
words, a simile, metaphors, or analogy
1Learning
to Think Things Through
SEE-I in detail
State (S)1




The initial written or spoken thought capturing the
initial essence of meaning
Reflects in the student’s own words the purpose,
point of view, or question of self-thought or that of
another
Brief, clear, and precise
It is usually the topic sentence in a paragraph

If written, it can be linked with a coordinating
conjunction or semicolon
From the Foundation on Critical Thinking, Elements and Standards
of Thought, bold underline is an element of thought and nonbold underline is a standard of thought
1Learning
to Think things Through
SEE-I in detail
Elaborate (E)1


Provides meaning in depth and precision
Can begin written or spoken statement using phrases
such as:






“What I am saying…”
“In other words…,”
“To elaborate…”
“What the author means…”
“To expand…”
Accurate, fair, no assumptions without supporting
information

Supporting information may come from (Example – E)
From the Foundation on Critical Thinking, Elements and Standards
of Thought, bold underline is an element of thought and nonbold underline is a standard of thought
1Learning
to Think things Through
SEE-I in detail
Exemplify (E)1

Clarifies by providing an example of the initial thought or reading

Can be from student’s own experiences (or as I add in class, from the
reading or something the student heard)
May express multiple viewpoints (Breadth)


At this point, consider the importance of in-text citations and references
 If written, this is an excellent place for the student to paraphrase a
reading or provide a quotation in written work of another with proper
citation
 Literature review synthesis

May be an application, a comparison or contrast, the argument that is
for or against the topic, a hypothesis about how something could be
changed, or the question about the assumptions or values of the author.

Accurate, relevant, and no assumptions without supporting information
From the Foundation on Critical Thinking, Elements and Standards of
Thought, bold underline is an element of thought and non-bold
underline is a standard of thought
1Learning
to Think things Through
SEE-I in detail
Illustrate (I)1






Clarifies by providing a vivid example
Allows the student contextualize what is meant by allowing
the reader or listener visualize something
Illustrates student’s point of view and from own experience,
or observation
Paints a picture in the reader or listener’s mind using words
that brings the idea into focus
It could be:
 An analogy
 A simile
 A metaphor
Relevant, significant, and fair
From the Foundation on Critical Thinking, Elements and Standards
of Thought, bold underline is an element of thought and nonbold underline is a standard of thought
1Learning
to Think things Through
SEE-I course intro
Course Description
(Used on first page of course syllabus)

State (S): Brief, clear topic sentence
PCH 359 – Environmental Health is an “overview of
the interdependency and interrelationship of the
major environmental stressors and their impact on
the health and well-being of human populations.” 1
1
Southern Connecticut State University (n.d.). 2009 – 2011 undergraduate catalog. New Haven, CT: Author
SEE-I course intro
Course Description
(Used on first page of course syllabus)

Elaborate (E): Provide depth, greater detail
To expand the catalog description, the field of
environmental health is broad and affects nearly
every aspect of our daily lives.
SEE-I course intro
Course Description
(Used on first page of course syllabus)

Exemplify (E): Clarify using an example of what
you mean.
This is best exemplified by Moeller (2005, p. 1)
when he states “many aspects of human wellbeing are influenced by the environment, and
many diseases are initiated, promoted, sustained,
or stimulated by environmental factors; for this
reason, the interactions that people have with
their environment are an important component of
public health.”1
1
Moeller, D. W. (2005). Environmental health (3rd ed.). Cambridge, MA: Harvard University Press.
SEE-I course intro
Course Description
(Used on first page of course syllabus)

Illustrate (I): Paint a picture in your reader’s mind
using words, using a simile, metaphor, or an
analogy.
To illustrate the catalog description and Moeller’s
point, we use the ecological model in this class as
a framework to think about and reason through
determinants of health due to our interactions with
the environment and relevant approaches to
achieve desired outcomes.
SEE-I course intro
Course Description
(Used on first page of course syllabus)
Elaborate (E)
•
•
Provide more depth, greater detail.
To expand the catalog description, the field of
environmental health is broad and affects
nearly every aspect of our daily lives.
SEE-I assignment
Students were provided with a handout containing a
description of the SEE-I approach and asked to identify
each component on the course syllabus.
SEE-I assignment
State (S) - Teacher
State (S) - Student
PCH 359 – Environmental
Health is an “overview of the
interdependency and
interrelationship of the major
environmental stressors and
their impact on the health
and well-being of human
populations.” 1
“The author’s purpose is to
inform students of the
description of the
environmental health course
and give students some idea
of what they will be learning
about throughout the
semester.”
1
Southern Connecticut State University (n.d.). 2009 – 2011 undergraduate catalog. New Haven, CT: Author
SEE-I assignment
Elaborate (E) - Teacher
Elaborate (E) - Student
To expand the catalog
description, the field of
environmental health is broad
and affects nearly every
aspect of our daily lives.
“The catalog description of
the course is given and is also
compared to D. W Moeller,
the author of Environmental
Health. Moeller’s point of view
is used to further describe how
environmental health affects
people.”
SEE-I assignment
Exemplify (E) - Teacher
Exemplify (E) - Student
This is best exemplified by
Moeller (2005, p. 1) when he
states “many aspects of
human well-being are
influenced by the
environment, and many
diseases are initiated,
promoted, sustained, or
stimulated by environmental
factors; for this reason, the
interactions that people
have with their environment
are an important
component of public
health.”2
“Moeller brings to light the
fact that diseases start and
continue on in the different
environmental conditions we
have all around the world
and that by studying these
conditions and diseases in a
particular area we can try to
understand the affect they
have on people (or a group
of people) and their overall
health.”
2
Moeller, D. W. (2005). Environmental health (3rd ed.).
Cambridge, MA: Harvard University Press.
SEE-I assignment
Illustrate (I) – Teacher
Illustrate (I) - Student
To illustrate the catalog
description and Moeller’s
point, we use the ecological
model in this class as a
framework to think about
and reason through
determinants of health due
to our interactions with the
environment and relevant
approaches to achieve
desired outcomes.
“Moeller’s quote gives a much
more visualized idea on how
the course is going to go. I can
picture myself learning about
the lifecycle of a certain
disease or virus. I would [sic]
learn about how this disease
starts by how it is contracted,
then it’s [sic]affect it would
have on the human body or
certain populations of people
exposed to this disease, and
how people would overcome
this disease through different
medication or treatments.”
SEE-I assignment
Plagiarism Tutorial
Purpose: The purpose of this assignment is to help you to:
1. Learn about and explain what plagiarism is;
2. Critically think through times and situations when people may resort to using
plagiarism in their writing;
3. Understand the risk associated with plagiarism as a student in this course and as
a professional.
Instructions: Using the SEE-I approach:
1. Define plagiarism. For this question, be sure to provide your reference. Remember
to quote any phrase or sequence of three or more words and cite the page or
paragraph number. Correctly list your reference according to APA style.
2. What fault lies in the following logic: Plagiarism is bad and I plagiarized; therefore, I
am a bad person.
3. Provide one example of plagiarism a student may resort to when under distress to
complete an assignment on time. Back your answer up with a solution to this
problem using the SEE-I approach.
4. Provide one example of plagiarism a student may resort to when not interested in
an assignment. Back your answer up with a solution to this problem using the SEE-I
approach.
5. Provide one example of plagiarism a student may resort to when confused about
the requirements of assignment. Back your answer up with a solution to this
problem using the SEE-I approach.
6. Consider the professional implications of plagiarism as applied to the field of
environmental health.
SEE-I assignment
Plagiarism Tutorial
Purpose: The purpose of this assignment is to help you to:
1. Learn about and explain what plagiarism is;
2. Critically think through times and situations when people may resort to using
plagiarism in their writing;
3. Understand the risk associated with plagiarism as a student in this course and as
a professional.
Instructions: Using the SEE-I approach:
1. Define plagiarism. For this question, be sure to provide your reference. Remember
to quote any phrase or sequence of three or more words and cite the page or
paragraph number. Correctly list your reference according to APA style.
2. What fault lies in the following logic: Plagiarism is bad and I plagiarized; therefore, I
am a bad person.
3. Provide one example of plagiarism a student may resort to when under distress to
complete an assignment on time. Back your answer up with a solution to this
problem using the SEE-I approach.
4. Provide one example of plagiarism a student may resort to when not interested in
an assignment. Back your answer up with a solution to this problem using the SEE-I
approach.
5. Provide one example of plagiarism a student may resort to when confused about
the requirements of assignment. Back your answer up with a solution to this
problem using the SEE-I approach.
6. Consider the professional implications of plagiarism as applied to the field of
environmental health.
SEE-I assignment
Plagiarism Tutorial
Application SEE-I with Critical Thinking Skills
[STATE] “While borrowing ideas from multiple sources may seem like it could lead to new
thoughts or insights, one has to be careful how they group sources and theories.”
[ELABORATE] “Especially in a professional setting, combining work and data for research
purposes needs to be done with care and attention to detail. Not all studies have the same
purpose and not all topics or theories are tested the same. Just because two different studies
deal with similar questions doesn’t mean they lead to common results and can be combined
. . . . as a professional, taking results from studies . . . and applying it to your own field of study
can lead to inconsistent, unfounded, or even incorrect findings.”
[EXEMPLIFY] A journal article, entitled “Effectiveness of intensive autism programmes,” is a
perfect example of this occurring (Dawson & Gernsbacher, 2010). Not all of the data
collected had to do with the specific research of Susan Levy and this led her and her
colleagues to a result that had no [unfounded] basis.”
[ILLUSTRATE] “Ethics come into play when this result is seen and utilized . . . . it is one’s duty to
conduct meaningful and testable research that leads to findings that can be understood
and applied with confidence . . . . borrowing the ideas of others and combining them to
produce your own new idea can have harmful consequences when your new idea is
wrong.”
Dawson, M., & Gernsbacher, M. (2010). Effectiveness of intensive autism programmes. The Lancet, 375(9716), 722723.
evaluation




Elements of Reasoning and Standards of
Thought Check
Nosich (pp. 166 – 167) provides a checklist for
students with permission copy and perform a
self-evaluation.
Using Intellectual Standards to Assess Student
Reasoning
Critical Thinking: Teaching Students How to
Study and Learn (Part Three) – How To Analyze
The Logic of An Article, Essay, or Chapter
Guide to Critical Thinking
Evaluation

Improvement System






No rewards/punishments
Assessment is provided
Student is responsible for seeking clarity
Not based on point system until last assignment
Only “Acceptable” or “Incomplete” is provided
Point System





Can be discouraging
Assessment is provided during instructor review
Instructor provides feedback
Student may revise, if required or necessary
Provides grade
Blended Approach in Tier 2 LEP Course
 Purpose:


Help critically think through ideas,
concepts, problems, conflicts, written and
spoken language to learn something in the
context of wellness.
Each essay corresponds to one of the “Key
Elements” in the learning objectives.
Blended Approach in Tier 2 LEP Course

1.
2.
Key Element: Focus
Explain the self as a complex evolving
system within entangled complex evolving
supra-systems as contrasted against a
complicated determinate system.
Identify decisions, behaviors, and lifestyles
favorable to the advancement and
protection of the well-being of the self.
Blended Approach in Tier 2 LEP Course
 Analytic
1.
2.
3.
4.
5.
6.
7.
Styles
Analyzing Problems (pages 34 – 35)
Analyze Characters in a Story (pages 36 – 37)
Analyze a Concept in Wellness (page 42)
Clarifying your Own Ideas, Clarifying what Others Say
(page 44)
Thinking Through Conflicting Ideas (page 45)
Reflecting Upon Important Ideas Learned (page 47)
Analyzing a Chapter from another Wellness Textbook
(pages 38 – 39)
Evaluation #1
ELEMENTS OF THOUGHT
Purpose – what is to be achieved
Question – primary and secondary
Point of View – student’s or other
Assumptions – beliefs taken for granted
Concepts – key idea used in thinking
Information – to answer question
Inferences – direction to or conclusion
Implications – always at least two
STANDARDS OF THOUGHT (25 points)
Clarity – understandable
Accuracy – correct, true, undistorted
Precision – contains details to solve problem
Logic – material is connected, no fragmentation
Significance – important information
Relevance – directly connected to concept
Breadth – more than one point of view
Depth – complexity thought through
Fair-minded – considers others thoughts
A
A
A
A
A
A
A
A
I
I
I
I
I
I
I
I
A
A
A
A
A
A
A
A
A
I
I
I
I
I
I
I
I
I
Evaluation #2
ELEMENTS OF THOUGHT (25 points)
Purpose (0 - 2 points)
Question at Issue (0 - 3 Points)
Point of View (0 - 3 points)
Assumptions (0 – 3)
Concepts of Reasoning (0 – 3)
Information and Evidence (0 – 3)
Inferences (0 – 2)
Interpretations (0 – 2)
Consequences (0 – 2)
Implications (0 – 2)
STANDARDS OF THOUGHT (25 points)
Clarity (0 – 3)
Accuracy (0 – 3)
Precision (0 – 3)
Logic (0 – 3)
Significance (0 – 3)
Relevance (0 – 2)
Breadth (0 – 3)
Depth (0 – 3)
Fairness (0 – 2)