Analytical Writing & Thinking

2020 ◽  
Author(s):  
Myra J. Linden ◽  
Arthur Whimbey
Keyword(s):  
1998 ◽  
Vol 61 (4) ◽  
pp. 66-71 ◽  
Author(s):  
Cheryl L. Noll ◽  
Robert H. Stowers

The Analytical Writing Assessment (AWA) of the Graduate Management Admission Test (GMAT) was designed to serve two purposes: assess appli cants' ability to think critically and communicate complex ideas and aid MBA programs in diagnosing any deficiencies in accepted candidates in order to place them in appropriate classes. To determine how programs are using the AWA scores, we surveyed the 121 member schools of the Graduate Manage ment Council. Eighty-six percent of the fifty-nine respondents indicated that they do indeed use the scores to refine their admissions decisions, but only a few schools use the test diagnostically in making such other decisions as plac ing students in writing development courses, waving communication require ments, or granting assistantships.


Author(s):  
Nina Holm Vohnsen

The introduction lays out the book’s empirical interest (the repercussions of policy), the analytical focus (decision-making) and its theoretical aim (to theorize the non-linear aspect of implementation by addressing it through the lens of the absurd). This introduction firmly places the book in the fields of implementation and development studies, but does so by introducing a focus on all that is rejected, ignored and excluded from planning and bureaucratic decision-making. The introduction also provides a reflection on how best to write complexity and incoherency, and it develops the book’s primary analytical writing style inspired by photojournalism, more specifically environmental portraiture (Kobré 2008).


2021 ◽  
Vol 14 (1) ◽  
Author(s):  
Rachel McCabe

This case study introduces an assignment from a large midwestern university FYC program, which emphasizes analytical writing by introducing students to a series of increasingly layered texts, including film. This has many advantages: teaching multi-perspective, evidence-based visual and textual analysis. For students to see textual constructedness the author required they remake film scenes using their cellphones, employing and then articulating their use of generic conventions. This article details the original assignment and tracks its evolution due to students’ innovations. One group’s project, a scene from The Shining, highlights multimodal recreation’s capacity to help students re-envision and more fully analyze cinematic elements, adding depth and specificity to students’ analytical writing.


2013 ◽  
Vol 16 (2) ◽  
pp. 147-192
Author(s):  
Jacob Neusner

Abstract Classification of its narratives reveals Lamentations Rabbah’s preferences as to narrative types and their functions. On the foundation of this knowledge we can correlate Rabbinic narratives with the boundaries defined by particular documents and, ultimately, are able, on the foundations of literary evidence, to describe the Rabbinic structure and system. Understanding the way the documentary evidence took shape and how it accomplished its compilers’ goals is required for that description. If we do not know whether or how narratives fit into the canonical constructions of Rabbinic Judaism in its formative age and normative statement, we cannot account for important data of that Judaism. The result of this study is to show that narratives, no less than expository, exegetical, and analytical writing, form part of the documentary self-definition of the Rabbinic canonical writings. Through the study of Lamentations Rabbah (referred to also as Lamentations Rabbati) in particular, it advances our ability to evaluate how a rhetorical form as represented in one document compares or contrasts with that form as it is used in other discrete rabbinic texts.


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