Abstract
This paper looks at the need for a better understanding of the impediments to critical thinking in relation to graduate student work. The paper argues that a distinction is needed between two vectors that influence student writing: (1) the word-level–sentence-level vector; and (2) the grammar–inferencing vector. It is suggested that much of the work being done to assist students is only done on the first vector. This paper suggests a combination of explicit use of deductive syllogistic inferences and computer-aided argument mapping is needed. A methodology is suggested for tackling assignments that require students to ‘make an argument’. It is argued that what lecturers understand tacitly, now needs to be made a focus of deliberate educational practices.
Acknowledgements
The author thanks Dr David Daintree at St John's College within the University of Sydney, and two anonymous referees of this journal for their helpful comments.