PHI 105 Topic 5 Assignment: Thinking and Language Reflection Worksheet

PHI 105 Topic 5 Assignment: Thinking and Language Reflection Worksheet

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Complete the Thinking and Language Reflection Worksheet. Review the grading checklist for this assignment included in the worksheet to ensure successful completion.

You must proofread your paper. But do not strictly rely on your computer’s spell-checker and grammar-checker; failure to do so indicates a lack of effort on your part and you can expect your grade to suffer accordingly. Papers with numerous misspelled words and grammatical mistakes will be penalized. Read over your paper – in silence and then aloud – before handing it in and make corrections as necessary. Often it is advantageous to have a friend proofread your paper for obvious errors. Handwritten corrections are preferable to uncorrected mistakes.

Use a standard 10 to 12 point (10 to 12 characters per inch) typeface. Smaller or compressed type and papers with small margins or single-spacing are hard to read. It is better to let your essay run over the recommended number of pages than to try to compress it into fewer pages.

Likewise, large type, large margins, large indentations, triple-spacing, increased leading (space between lines), increased kerning (space between letters), and any other such attempts at “padding” to increase the length of a paper are unacceptable, wasteful of trees, and will not fool your professor.

The paper must be neatly formatted, double-spaced with a one-inch margin on the top, bottom, and sides of each page. When submitting hard copy, be sure to use white paper and print out using dark ink. If it is hard to read your essay, it will also be hard to follow your argument.

ADDITIONAL INFO 

Thinking and Language Reflection

Introduction

We think about things all the time. Whether we’re in class, at work or just talking with friends, we’re constantly mulling over ideas. And when we think about how to solve a problem or make a decision, our thoughts are based on our experiences and the information that has come up for us during conversations and activities. Thinking about something can help you understand it better, but it also requires reflection—a process that involves changing the way you see something or telling yourself why something is important so that you can process information clearly without being distracted by other competing ideas.

When we are thinking, we are taking information and interpreting it using language.

When we are thinking, we are taking information and interpreting it using language. We use the tools of language to think about our thoughts and our thoughts about our thoughts. The process of thinking is not just a way of thinking about something; it is also a way of thinking about our own thought processes. Thinking involves interpreting information in a certain way so that you can make sense of it, solve problems or problems that have already been solved (such as math problems), etcetera

Language can be used to describe, persuade, and express emotions.

Language is a tool that we use to communicate with each other. It can be used to describe what we see, hear and feel. Using language also helps us persuade others to do things by using the right words in the right order. This is called “language reflection,” which means that we think about how we use our words when speaking or writing them down on paper (or even something as simple as typing them into a computer).

When someone writes something down for you to read—like an article or book report—they’re probably going out of their way not just because they want credit but because they care about making sure everything is accurate before sending it off into cyberspace forever!

When we think, we process information through our experiences, culture and other factors that influence how we think.

When we think, we process information through our experiences, culture and other factors that influence how we think. Our experiences include the things we have seen and felt in the past. Our culture includes the common beliefs and values that people have shared over time. Other factors influence how we think by influencing our perceptions of reality and by influencing what we believe is possible or impossible.

For example:

• A person who was born in a poor country may have learned to view life as difficult because they had no access to resources such as food or clean water while growing up. They may also have been exposed to violence at home due to poverty which could lead them not only believe that there won’t be enough money for everyone but also feel afraid because there might not be any help available if something bad happens like illness or injury occurs during their lifetime (see [1]).

Thinking is critical to learning because it allows us to reflect on our experiences and make connections that will allow us to solve problems.

Thinking is critical to learning because it allows us to reflect on our experiences and make connections that will allow us to solve problems.

Thinking is the process of making sense of information, which involves processing information in a way that allows you to draw conclusions or form an opinion about something you have read or experienced. It’s also important when trying to solve problems; this process helps us understand what needs doing so we can get things done (e.g., “If I want my dog-sitting job done right, then I need at least three hours per day”).

Critical thinking relates to both a logical way of thinking about a subject as well as a way of thinking about your own thinking.

Critical thinking is a way of thinking about a subject. It involves making connections between ideas and evaluating information to make decisions. In other words, it’s critical evaluation!

Critical thinking relates to both logical ways of thinking about a subject as well as creative or imaginative ways of looking at new situations or situations you’ve never encountered before. A good example would be how we might think about our own thoughts when they’re going on in our minds—or even if someone else were talking about their own thoughts while they were having them!

In both cases (logical & imaginative), there are two ways that people can go: 1) They could try to understand everything the other person said word-for-word; 2) Or they could try not only understanding everything but also creating new connections between those words themselves (which makes sense because words themselves aren’t static).

Takeaway:

The takeaway is that you can reflect on your own thinking. It’s not just a matter of sitting down and thinking about it, but rather a practice that takes time and effort to improve. Think about how you think—what kinds of thoughts come into your mind when you’re trying to solve problems? How do these different types of thoughts relate to each other? How might they be useful in solving problems in the future?

You can use language to reflect on your own thinking. If someone else asks a question like “How did I get here?” then asking yourself what went wrong is one way that we could answer this question ourselves (e.g., by saying “I started off well enough but then got distracted by something else”). Or if someone asks how something happened or why something happened (e.g., “Why did my computer crash again?), then using words such as “because” or “because then” would help illustrate this point clearly without having an explanation too complicated for anyone else who might be reading over your shoulder!

Conclusion

I hope this post helps people think more critically about the process of thinking and language reflection.