<p>Ok one more thing then I’ll s<em>u</em> for a while.</p>
<p>Analyze. This was the assignment in the Princeton example. Ok so that is a particular type of writing assignment.</p>
<p>I think it would be helpful to state explicitly for those of literal thinkers all the aspects of an assignment. “Analyze, using your own creative argument(s) and logic, this piece. You may use as reference material and other authors’ logic and examples up to but no more than 50 percent of your piece.” Some teachers would want to require that 50 percent; some teachers would want to encourage even less. It is my contention at this moment that without stating expectations explicitly, the instruction is unclear.</p>
<p>I honestly believe there would be some kids who, not intending to cheat in any way shape or form, would earnestly come across someone else’s argument, love it, find it pertinent and clear, and so would recreate that learned line of thinking in their own words. I honestly believe, that unless forthrightly stated in the wording of the actual assignment, there would be students stunned to find out they had been thought to be cheating. EspEcially if they had heard about or been involved with someone being accused of cheating because the Had an “uncharacterstically intelligent” idea in a prior assignment.</p>
<p>Analysis.</p>
<p>What about synthesis?</p>