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ENG102 SPRING TERM 2022 READING BOOKLET
CONTENT LIST
1. Text 1: W1T1 3
Critical thinking skills in the process of academic writing.
2. Text 2: W2T2 17
Becoming a more effective learner
3. Text 3: W2T3 54
Predictably irrational
4. Text 4: W3T4 72
Understanding the purpose of summaries
5. Text 5: W4T5 85
Identifying key information and making effective notes
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Critical thinking skills in the process of academic writing.
Roy Edwards
roy.edwards@xjtlu.edu.cn
Summary:
article explores the extent to which CT can be taught as independent transferable skills, while
arguing that the development of CT must be integrated within the core academic
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The quality of the curriculum, teaching methods and learning styles on EAP programmes has
in terms of students’ prior learning. Furthermore, research into the domestic systems of
education has enabled educators to adapt approaches to teaching such core academic
which prior learning of essay writing may connect, contrast or even conflict with the required
conventions at universities of the English speaking nations (ESNs) (Ma, 2012). However,
perhaps the most ground breaking development that has emerged has been the gradual
realisation that many of the difficulties experienced by students when learning core EAP
skills are more often due to limited ability in relation to certain essential prerequisite
foundation skills such as critical thinking (CT). Indeed, it appears that students were
mistakenly assumed to possess such skills, at least to some extent, as they form an essential
aspect of the so-called hidden curriculum in schools across the English speaking nations. In
contrast, high school education from Turkey to China tends to be teacher centred and focused
on the rote learning of information required to pass highly competitive university entrance
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Consequently, course design on EAP programmes needs to incorporate ways to develop these
key foundation skills in the early stage of the university experience, as they are an essential
component of student learning. For example, self-study, which requires an understanding and
university with a time allocation provided to students across each week. In addition,
management, especially in relation to tasks such as course work essays and other homework
activities.
all aspects of the curriculum on EAP programmes while being an essential component in the
assessment process across the university. Therefore, in order to illustrate the importance of
the connection between core and foundation skills, an approach to integrating CT within the
teaching of academic writing will be explored in the remainder of this article. In this context,
an overview of the relationship between the core academic communication skills, the
foundation skills and the specific component sub-skills of CT is highlighted in the iceberg
diagram below.
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However, unlike all other foundation skills illustrated in figure 2 above, providing a succinct
agreement between educators working in this field, even in terms of a basic definition of the
subject. Moreover, as the volume of textbooks and course guidelines on the theme of CT
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constantly expands, it appears that both teachers and students can become increasingly
confused. For example, conversations between teachers on the topic often proceed in a
manner similar to the form that art is referred to when people claim that, while they are not
familiar with the complexities, they know what they like when they see it. Even so, this is
clearly not helpful to students seeking a workable definition of what specific action needs to
In this context, Paul (1995) has cautioned against even attempting to identify one all-
remain consistent with each other. Even given this position, he does provide an intriguing
description of the process when arguing that, CT is ‘thinking about your thinking while
you’re thinking in order to make your thinking better (p. 7)’. In addition, the one factor that
seems to unite all commentators is that CT can be distinguished from other forms of thinking
in that the quality of thinking needs to be constantly evaluated against agreed intellectual
the generalisability of the concept. Put simply, some educators argue that the ability to think
critically is context bound and dependent on the possession of a systematic body of academic
generic transferable skills (Atkinson, 1997). In contrast, educators who maintain that CT can
be taught as generic transferable skills also tend to agree that such thinking does not just
focus exclusively on abstract logical thinking bound within an academic discipline, but are
skills that can be demonstrated practically when applied to a wide range of circumstances,
including everyday events, which ultimately leads to self-improvement in terms of the quality
of life (Facione, 2011). Indeed, Boss (2010) summarises this position when arguing that CT
is, ‘a collection of skills that we use every day and are necessary for our full intellectual and
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personal development (p. 4)’. As a consequence, the prospect that these skills can be applied
to life in the present and careers in the future provides students with a strong motivation for
students to develop the ability to think critically. An example of a model of the key
Having identified the core component sub-skills of CT, it is essential during the initial stage
of course design to establish the specific links between such skills and key areas of academic
communication skills such as the process of academic writing. Indeed, both teachers and
students need to be able explicitly visualise that there is an inextricable practical relationship
between the ability to write in an academic style and thinking critically about the content,
while also understanding that CT is not some optional ‘icing on the cake’. An example of
this initial stage of course development in relation to linking CT to teaching academic writing
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Summarising and
paraphrasing with accuracy Proofreading and re-drafting
Subsequently, once the links between specific CT skills and essay organisation have been
established, it is essential to be able to demonstrate where and when the application of these
CT skills should be targeted by the student. Moreover, it should be noted that these target
areas correlate with those used in the assessment and grading process. As a consequence,
students can be motivated to learn CT skills once shown how to apply them and enhance the
prospect of improving grades. Indeed, in terms of respecting the cultural context, many Asian
education and prioritise work directly linked to grades (Schwartz, 2004; Nisbett, 2003). The
diagram shown below highlights the key points at which specific CT skills can be
demonstrated during the early stage of the process of writing an academic essay.
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Ensuring that the stages of the Investigating the background to the issue
argument are linked by Curiosity
appropriate transition signals
Communication Skills, Logic, Applying CT Collecting appropriate concrete evidence from
Attentiveness during the Early Stage of texts and critically reading the materials.
Essay Writing Research skills, Analytical skills, Open-minded
Organising the arguments Scepticism
into a logical order
Logic, Communication Skills,
Analytical Skills
Identifying sources that provide Identifying the author
Narrowing down the argument in possible counter-arguments
relation to the evidence and the Identifying the
definition of the key concepts Considering the perspective of the author
Analytical Skills, Creative usefulness of the text
Problem-Solving, Logic in relation to the task Identifying and
evaluating the main
Defining key lexical and Evaluating the line of argument
academic precising concepts evidence provided
Analytical Skills, Logic in support of the Identifying key
conclusion Demonstrating assumptions in
Critical Reading the arguments
Brainstorming possible lines of
Evaluating Skills
argument and counter-arguments
to those presented in the texts cited sources Identifying key
Creative Problem-Solving, arguments and possible
Tolerance for Ambiguity Identifying specific
counter-arguments
weaknesses in the evidence
Evaluating the quality and Considering the cohesion and
depth of the evidence coherence of the argument
Furthermore, after having learnt where and when to apply CT skills, students subsequently
require the opportunity to practice how to demonstrate CT during the writing process. A
demonstration of the initial two stages of defining the key concepts in essay questions and
identifying assumptions in questions that can be used to formulate possible lines of argument
In the example show below, the initial step in applying CT to esay question analysis is
to identify and define the key precising and lexical concepts included in the question. The
precising definitions are the more in-depth definitions that explore concepts in detail in order
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to reduce ambiguity. Theoretical precising definitions which provide a theory about the
nature of something are used in particular faculty paradigms to ensure a shared understanding
of concepts and can differ significantly from the lexical definitions. In addition, operational
precising definitions are critical to the evaluation of questions in that they provide a concise
Indeed, instructional verbs such as examine, discuss, analyse and explore also require
precising definitions, as they prescribe the specific ways in which essays should be structured
Discuss as a debate:
Essentially this is a written
Evidence – Assumption Define – narrow down debate where you are using
What is the evidence of the link between What specific criteria of inequality – your skill at reasoning, backed
crime and socio-economic inequality in absolute poverty, relative poverty, the up by carefully selected
China? Can this link be defined in terms of a wealth gap, the poverty line, equality of evidence to make a case for
correlation or causation? access, or equality of outcome? and against an argument, or
point out the advantages and
Define the research concept of correlation, Define the precising concept disadvantages of a given
causation and relationship Income, pensions, benefits, housing, context. Remember to arrive at
How would the selection of one of these health, unemployment and education a conclusion. *
concepts alter the argument in the essay?
Figure 6: Analysing essays questions and defining key precising and lexical concepts
* University of Leicester, Student Learning Centre (2008). Essay terms explained. Retrieved from
http://www2.le.ac.uk/offices/careers/ld/resources/writing/writing-resources/essay-terms
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The second CT intervention in the initial stage of the essay writing process involves
questions and arguments is one of the central components of a CT programme. In the context
of essay question, exploring and evaluating assumptions can enable students to construct
creative and critical lines of argument in response to the topic. Indeed, essays that challenge
assumptions in the question generally produce high quality academic essays. In addition,
game, while further developing CT skills. Indeed, this process of continuously encouraging
students to extend and challenge their thinking leads back to the original comment by Paul
that ‘critical thinking is thinking about your thinking while you’re thinking in order to make
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socio-economic inequality where certain crimes did not decline, or even increased?
which leads to a reduction
in crime.
Such government action is Can government’s increase or decrease crimes by
desirable and acceptable. legislation.
Are governments able to address socio-economic issues in
the global financial market?
Are there differences between developing and developed
countries?
Are there are political and economic theories that argue
against government action.
Government can, in some Contrast must, should and could in terms of developing an
way, be compelled to act. argument. The variation of these modal verbs can indicate a
possible conclusion.
In the past, an ability to think critically, at least to some extent, was assumed to be an aspect
of a collection of prerequisite skills that students acquired prior to entry into university.
However, as the focus on understanding the cultural context of students’ prior learning has
deepened, there is now an emerging realisation that such prerequisite skills are not included
especially as it is a component of the assessment and grading criteria across all faculty
linkage between CT and academic communication skills and to teach students where, when
and how to demonstrate CT across a range of academic contexts. This linkage, though a
challenge in terms of course design, acts as a significant motivator for students learning as it
is possible to perceive an immediate reward for the effort taken to demonstrate an ability to
those tasked with the responsibility for the course design of EAP programmes also need to
consider ways in which other prerequisite foundation skills can be taught in order to enhance
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skills. To achieve this objective, continuing the process of researching the cultural context of
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References
Atkinson, D. (1997). A critical approach to critical thinking. TESOL Quarterly, 31, 71-94.
Boss, J. A. (2010). Think: critical thinking and logic skills for everyday life. New York, NY:
McGraw-Hill.
Edwards, R. A. (2012). Teaching academic communication skills at university. Modern
English Teacher, 21(4), 4-10.
Facione, P. A. (2011). Critical thinking: what it is and why it counts. Retrieved from
www.insightassessment.com/pdf_files/what&why2006.pdf
Ma, J. (2012). Helping Chinese high school students make the transition to writing in a
Nisbett, R. E. (2003). The geography of thought: how Asians and Westerners think differently
… and why. New York, NY: Free Press.
Paul, R. W. (1995). Critical thinking: how to prepare students for a rapidly changing world.
J. Willsen & A.J.A. Binker (Eds.). Santa Rosa, CA: Foundation for Critical Thinking.
Paul, R. W. (1993). Critical thinking: what every person needs to survive in a rapidly
Schwartz, S. H. (2004). Mapping and interpreting cultural differences around the world. In H.
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Biodata
roy.edwards@xjtlu.edu.cn
The author currently teaches Critical Thinking on a postgraduate English programme within
taught EAP and Business Management at a number of British and international universities.
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CHAPTER 6
The Problem of
Procrastination and
Self-Control
Why We Can’t Make Ourselves Do
What We Want to Do
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had to have everything, for instance, and check out the size
of the closets. Our house in Cambridge, Massachusetts, for
example, was built in 1890. It has no closets whatsoever.
Houses in the 1940s had closets barely big enough to stand
in. The closet of the 1970s was a bit larger, perhaps deep
enough for a fondue pot, a box of eight-track tapes, and a
few disco dresses. But the closet of today is a different breed.
“Walk-in closet” means that you can literally walk in for
quite a distance. And no matter how deep these closets are,
Americans have found ways to fill them right up to the closet
door.
Another answer—the other half of the problem—is the re-
cent explosion in consumer credit. The average American fam-
ily now has six credit cards (in 2005 alone, Americans received
6 billion direct-mail solicitations for credit cards). Frighten-
ingly, the average family debt on these cards is about $9,000;
and seven in 10 households borrow on credit cards to cover
such basic living expenses as food, utilities, and clothing.
So wouldn’t it just be wiser if Americans learned to save,
as in the old days, and as the rest of the world does, by divert-
ing some cash to the cookie jar, and delaying some purchases
until we can really afford them? Why can’t we save part of
our paychecks, as we know we should? Why can’t we resist
those new purchases? Why can’t we exert some good old-
fashioned self-control?
The road to hell, they say, is paved with good intentions.
And most of us know what that’s all about. We promise to
save for retirement, but we spend the money on a vacation.
We vow to diet, but we surrender to the allure of the dessert
cart. We promise to have our cholesterol checked regularly,
and then we cancel our appointment.
How much do we lose when our fleeting impulses deflect
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three firm deadlines got the best grades; the class in which I
set no deadlines at all (except for the final deadline) had the
worst grades; and the class in which Gaurav and his class-
mates were allowed to choose their own three deadlines (but
with penalties for failing to meet them) finished in the mid-
dle, in terms of their grades for the three papers and their
final grade.
What do these results suggest? First, that students do pro-
crastinate (big news); and second, that tightly restricting
their freedom (equally spaced deadlines, imposed from
above) is the best cure for procrastination. But the biggest
revelation is that simply offering the students a tool by which
they could precommit to deadlines helped them achieve bet-
ter grades.
What this finding implies is that the students generally
understood their problem with procrastination and took ac-
tion to fight it when they were given the opportunity to do
so, achieving relative success in improving their grades. But
why were the grades in the self-imposed deadlines condition
not as good as the grades in the dictatorial (externally im-
posed) deadlines condition? My feeling is this: not everyone
understands their tendency to procrastinate, and even those
who do recognize their tendency to procrastinate may not
understand their problem completely. Yes, people may set
deadlines for themselves, but not necessarily the deadlines
that are best for getting the best performance.
When I looked at the deadlines set by the students in
Gaurav’s class, this was indeed the case. Although the vast
majority of the students in this class spaced their deadlines
substantially (and got grades that were as good as those
earned by students in the dictatorial condition), some did not
space their deadlines much, and a few did not space their
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deadlines at all. These students who did not space their dead-
lines sufficiently pulled the average grades of this class down.
Without properly spaced deadlines—deadlines that would
have forced the students to start working on their papers ear-
lier in the semester—the final work was generally rushed and
poorly written (even without the extra penalty of one percent
off the grade for each day of delay).
Interestingly, these results suggest that although almost
everyone has problems with procrastination, those who rec-
ognize and admit their weakness are in a better position to
utilize available tools for precommitment and by doing so,
help themselves overcome it.
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will jump to attention. After all, the students for whom I set
the deadlines—for whom I provided the “parental” voice—
did best. Of course, barking orders, while very effective, may
not always be feasible or desirable. What’s a good compro-
mise? It seems that the best course might be to give people an
opportunity to commit up front to their preferred path of ac-
tion. This approach might not be as effective as the dictato-
rial treatment, but it can help push us in the right direction
(perhaps even more so if we train people to do it, and give
them experience in setting their own deadlines).
What’s the bottom line? We have problems with self-con-
trol, related to immediate and delayed gratification—no doubt
there. But each of the problems we face has potential self-con-
trol mechanisms, as well. If we can’t save from our paycheck,
we can take advantage of our employer’s automatic deduction
option; if we don’t have the will to exercise regularly alone, we
can make an appointment to exercise in the company of our
friends. These are the tools that we can commit to in advance,
and they may help us be the kind of people we want to be.
Health Care
Everyone knows that preventive medicine is generally more
cost-effective—for both individuals and society—than our
current remedial approach. Prevention means getting health
exams on a regular basis, before problems develop. But having
a colonoscopy or mammogram is an ordeal. Even a cholesterol
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the best way to get car owners back into the dealerships for
routine automobile maintenance. The problem was that the
standard Ford automobile had something like 18,000 parts
that might need servicing, and unfortunately they didn’t all
need servicing at the same time (one Ford engineer deter-
mined that a particular axle bolt needed inspection every
3,602 miles). And this was just part of the problem: since
Ford had more than 20 vehicle types, plus various model
years, the servicing of them all was nearly impossible to pon-
der. All that consumers, as well as service advisers, could do
was page through volumes of thick manuals in order to de-
termine what services were needed.
But Ford began to notice something over at the Honda
dealerships. Even though the 18,000 or so parts in Honda
cars had the same ideal maintenance schedules as the Ford
cars, Honda had lumped them all into three “engineering in-
tervals” (for instance, every six months or 5,000 miles, every
year or 10,000 miles, and every two years or 25,000 miles).
This list was displayed on the wall of the reception room in
the service department. All the hundreds of service activities
were boiled down to simple, mileage-based service events
that were common across all vehicles and model years. The
board had every maintenance service activity bundled, se-
quenced, and priced. Anyone could see when service was due
and how much it would cost.
But the bundle board was more than convenient informa-
tion: It was a true procrastination-buster, as it instructed
customers to get their service done at specific times and mile-
ages. It guided them along. And it was so simple that any
customer could understand it. Customers were no longer
confused. They no longer procrastinated. Servicing their
Hondas on time was easy.
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Savings
We could order people to stop spending, as an Orwellian
edict. This would be similar to the case of my third group of
students, for whom the deadline was dictated by me. But are
there cleverer ways to get people to monitor their own spend-
ing? A few years ago, for instance, I heard about the “ice
glass” method for reducing credit card spending. It’s a home
remedy for impulsive spending. You put your credit card into
a glass of water and put the glass in the freezer. Then, when
you impulsively decide to make a purchase, you must first
wait for the ice to thaw before extracting the card. By then,
your compulsion to purchase has subsided. (You can’t just
put the card in the microwave, of course, because then you’d
destroy the magnetic strip.)
But here’s another approach that is arguably better, and
certainly more up-to-date. John Leland wrote a very inter-
esting article in the New York Times in which he described
a growing trend of self-shame: “When a woman who calls
herself Tricia discovered last week that she owed $22,302
on her credit cards, she could not wait to spread the news.
Tricia, 29, does not talk to her family or friends about her
finances, and says she is ashamed of her personal debt. Yet
from the laundry room of her home in northern Michigan,
Tricia does something that would have been unthinkable—
and impossible—a generation ago: She goes online and
posts intimate details of her financial life, including her net
worth (now a negative $38,691), the balance and finance
charges on her credit cards, and the amount of debt she has
paid down ($15,312) since starting the blog about her debt
last year.”
It is also clear that Tricia’s blog is part of a larger trend.
Apparently, there are dozens of Web sites (maybe there are
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p re d i ct abl y i rr at i onal
Dear Sumi,
This e-mail is to draw your attention to the fact that
your husband, Dan Ariely, who is generally an upright
citizen, has exceeded his spending limit on chocolate of
$50 per month by $73.25.
With best wishes,
The self-control credit card team
Now this may sound like a pipe dream, but it isn’t. Think
about the potential of Smart Cards (thin, palm-size cards
that carry impressive computational powers), which are be-
ginning to fill the market. These cards offer the possibility of
being customized to each individual’s credit needs and help-
ing people manage their credit wisely. Why couldn’t a card,
for instance, have a spending “governor” (like the governors
that limit the top speed on engines) to limit monetary trans-
actions in particular conditions? Why couldn’t they have the
financial equivalent of a time-release pill, so that consumers
could program their cards to dispense their credit to help
them behave as they hope they would?
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Understanding the purpose of summaries
Roy Edwards
royarthur.edwards@agu.edu.tr
Abstract
This is the first in a short series of three articles on the process of writing effective
university students. This article focuses on the initial stage of understanding the
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This article is the first in a short series of three illustrating the process of writing effective
summaries. The context of the series is based on the development of a 3,000-word research
Turkey. As a central component of the report, students are required to write a literature
texts.
While the theme changes each semester, all remain related to issues of personal development
such as project planning and planning fallacies, effective time management in a cross-
context. The examples and materials presented in this series are taken from the theme of
‘The influence of culture on the development of national characteristics’, as this theme will
be accessible to readers, while removing any need for detailed explanation of the content.
More specifically, the three articles in this series focus on the graded task of developing a
research proposal based on three annotated summaries of academic texts that support the
Finally, the organisation of all three articles is based around common questions asked by
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The title of the two subsequent articles in the series is listed below:
All learning experiences in faculty departments are centred on the critical reading of various
texts as illustrated in the Figure 1. Even higher intellectual skills, such as imaginative,
creative, critical, and innovative thinking, are founded in the challenges presented by
educators that are ultimately rooted in guided selective reading. Indeed, while the
philosopher René Descartes (1641) claimed to locate the foundational truth for knowledge in
his widely know aphorism, Cogito, ergo sum (I think, therefore I am), for we teachers and
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Figure 1. The Central Focus of Critical Reading in all Faculty Activities. Created by R. A.
Edwards
Consequently, students are constantly required to critically read and summarise a range of
texts in order to complete assignments and to participate actively in all learning encounters.
However, it is important to note that writing effective summaries must be set in some
specific context, as the focus and content required in a summary will differ significantly
2. What is a summary?
reports the main arguments and evidence provided by the author(s) in reported speech. In
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other words, a summary is a distillation of the essential claims made in the text, or of
selected sections of the text, and must adhere to the following conventions:
ii. Contain the main arguments in the text that connect directly to the assigned task;
iii. Not include any opinions, evaluation, or information from outside the text;
1) A paraphrase
A paraphrase attempts to express the same ideas as the original text, or an aspect of the text,
achieves nearly the same meaning and is about the same length as the original text, although
the inclusion of synonyms will inevitably result in slightly different shades of meaning from
the original text. However, it is important to note that writing an accurate paraphrase is a
daunting challenge even for an educated native speaker of the language. Therefore, students
should be strongly advised not to attempt to paraphrase more than a maximum of two or
will almost certainly drift towards plagiarism, as the basic language and organisation of the
2) A critique
A critique analyses and evaluates some or all of the arguments, issues, and evidence included
in a text. A successful critique offers new perspectives on some or all of the material in the
original text by introducing new information from outside of the original text. A critique can
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4. What are the initial research steps prior to the writing of the summaries?
As an essential step in the process of writing the research report, the task used as a
framework for this short series of articles involves writing the final research proposal based
around the writing three annotated summaries of academic texts that relate directly to the
report thesis statement position. The research proposal template is shown in Figure 3 along
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Students need to submit three annotated summaries of three different academic texts
that all connect directly to their thesis argument for the assignment.
Students must focus on those sections of the texts which illustrate arguments and
evidence that either directly support their thesis argument, rather than providing a
Finally, the summaries must obey all the rules of academic conventions and be written in
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in Figure 4 in relation to the course title of ‘The influence of culture on the development of
national characteristics’. For this article, the example selected for further development is the
issue of culture and critical thinking. Moreover, at this stage, students are first taught a
range of brainstorming techniques such as spidergrams, mind maps, and concept diagrams.
Step 3: Break down the subject into sub-concepts to narrow down the research
Prior to commencing research on the chosen subject, it is important that students are taught
how to break down the subject into sub-concepts, which can be used to narrow down the
focus when later researching materials online. One illustration based on brainstorming the
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It is important in this step to make very clear to students that, while a possible research
question cannot be cobbled together in the imagination, but instead has to be identified in
some initial reading. It is also important at this early stage not to rush towards academic
texts, especially using academic search engines such as Google Scholar, as this can lead to
this stage, students should first research the subject, filtered later by the addition of the sub-
concepts, by skimming non-academic texts online to gain the big picture in relation to their
subject, while searching for an interesting issue that could form the basis of a research
question.
Once an interesting research issue has been identified, the students then need to research
the issue again making sure that they keep a record of the sources and the names of any
academics working in the area of the possible research issue. At this stage, students can add
‘pdf articles’ together with the issue in the search bar, as this will show more academic texts.
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However, at this early stage, the students should be shown how to just skim the Abstracts to
identify what research, if any, has been conducted on their chosen issue.
During the initial research process shown above, it should be stressed to the students that
they must not become fixated with any subject. If they are unable to find an interesting and
manageable issue for research on one subject, change the subject, break the subject down
Once students have identified a possible research issue together with some supporting texts,
A well-structured assignment question for either reports or essays should include five
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The next step is primarily conducted during small group tutorials. Here, students are guided
through a process of critically analysing each element of their initial research question, as
illustrated in the example in Figure 7. More detail regarding the process of analysing
Edwards (2013). Students then use the questions generated during the analysis to set an
agenda for further research into their subject that significantly assists the process of
In the next phase of the process, which will form the content of article two in the series,
students will be taught how to identify key information in academic texts, how to apply
critical reading skills to generate questions in relation to the arguments and evidence in texts,
and an effective method of note-making for the summaries. Students will also be taught how
to design a thesis statement based on the arguments and evidence they acquire during the
critical reading of the texts. Finally, students will be introduced to the key elements of an
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effective annotated summary in the form of simple dos and don’ts based on example
summaries.
Conclusion
The three main learning outcomes stressed in this initial article is, first, that an ability to
summarise texts accurately and effectively is an essential core skill for university students.
Next, the specific content required in a summary is dependent on the particular assignment
task in which the summarising is set. Finally, the writing of summaries is part of a process
References
Edwards, R. A. (2013). Critical thinking skills in the process of academic writing. Modern
Newfields, T. (2001). Teaching summarizing skills: Some practical hints. ELJ Journal, 2(2),
1-7.
Recommended Reading
Wursten, H. & Jacobs, C. (2013). The impact of culture on education: Can we introduce best
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royarthur.edwards@agu.edu.tr
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Identifying key information and making effective notes
Roy Edwards
royarthur.edwards@agu.edu.tr
Abstract
This is the second in a short series of three articles on the process of writing effective
summaries. This article examines how to distinguish credible academic from non-
texts, proficient note-making, and ends with the construction of a thesis position.
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Introduction
This is the second in a short series of three articles illustrating the process of writing effective
summaries. The broader context of the series is based on the development of a 3,000-word
University, Turkey.
More specifically, the three articles focus on the graded task of developing a research
proposal based on the summarising of three academic texts. The previous article opened by
exploring the purpose of summarising and concluded with the development of a research
question.
For the purpose of consistency, a course theme of ‘The influence of culture on the
development of national characteristics’ is used in all three articles as the scaffolding and
background for examples of the summarising process. The organisation of all three articles is
Finally, the third article will illustrate the process of writing, citing, polishing, and
texts?
When students initially engage in the adventure of conducting research, they typically need
guidance on what is an academic source and how such sources can be distinguished from
other texts such as professional publications. Table 1 provides an example of some of the key
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Table 1
Articles or books written by scholars who are Articles or books written by professional
considered to be experts in specific academic authors such as journalists who are not
subject areas typically regarded an expert in the field
Authors always cite their sources of Authors rarely offer details about the sources
information in the form of in-text citations of information in the form of in-text citations
and provide a reference list or a or provide a reference list or a bibliography.
bibliography.
Texts report research results using academic Texts report events or opinions and are
conventions and are aimed at a scholarly or aimed at a general audience.
educated audience.
Are generally published to share research Are generally published for profit. Are
findings. Are published by professional intended as a vehicle for the expression of
organizations, associations, scholarly groups, opinions on political, social, economic, moral
or universities and colleges. or ethnic issues.
Examples: Articles are in scholarly or peer- Examples: Articles are in popular magazines
reviewed journals such as Journal of such as Time or The Economist, or books
Educational Psychology, or books written by written by journalists or professional writers
scholars and published by a University Press. and published by commercial publishers.
Note. Adapted from ‘Scholarly vs. Non-Scholarly’, by St. Charles Community College, 2019,
https://libguides.stchas.edu/evaluation
At this stage, it is important to both illustrate the common organisation and location of key
information in academic texts. Moreover, it is also essential to stress that, at least at the
outset, such texts are typically not read from ‘cover to cover’ like short informal sources.
Finally, as students will eventually be required to write a research report, this is additionally
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The example shown in Table 2 highlights the common organisation and location of key
information in primary research articles that aim to present original researched data
collected by the author(s). The example shown in Table 3 focuses on secondary research
texts that are based around a review of the literature related to the issue under investigation.
Table 2
Present + Cautious
The main conclusion
language
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Note that in a primary research text the background literature review is typically placed in
the introduction.
Table 3
Present + cautious
The conclusion
language
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Findings
A selection of the key findings in the literature review often Past simple
presented in the logical order of least to most important
A discussion and examples of citing and referencing will be covered in the third article in this
series.
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At this stage, students should be introduced to the process of how to research and select
academic texts appropriate to their research subject using the following steps:
Step 1
Start to narrow down possible articles by first reading the abstracts. An abstract is a brief
overview of the article that includes the subject and purpose, the research approach, the
main result or finding, and the most significant conclusion based on the key result or finding.
Therefore, students should be guided to check to see if the subject of the article directly
Step 2
To further narrow down the list of texts, if the abstract looks promising, students should next
read the introduction and conclusion. The introduction will include the thesis line of
argument at, or towards, the end, while the conclusion will restate the main argument,
primary supporting evidence, the main research result or finding from the literature, and the
Step 3
If the text passes the tests shown above, the next step is to read the discussion to obtain more
Step 4
If the text is still considered appropriate, students can now read the details of the research
methods and results, or the literature review and key findings, to gain a more in-depth
4. Having identified a number of possible texts for the assignment, how can
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To further assist in the process of identifying credible academic sources, students should be
introduced to the CRAAP test developed by librarians at the Meriam Library at California
State University, Chico. This test focuses on five criteria for evaluating the quality and
Purpose of the journal and author(s) as shown in Table 4. In order to explain this approach
high and poorer journals and texts. Students are frequently surprised to learn that ‘all that’s
Table 4
Evaluation Criteria
When was the text published, and does the research subject require more
Currency
current information, or will older sources work as well?
Does the material connect directly to the research subject, and is the
Relevance
information at an appropriate academic level for the intended audience?
Is the publication a credible academic source, and is the author qualified
Authority
to publish on the subject?
Where did the information come from, has the information been reviewed
Accuracy
or referred, and does the language tone seem unbiased?
What is the purpose of writing the text, does the information appear
Purpose objective, or is there evidence of political, ideological, cultural, religious,
or personal bias?
Note. Adapted from the CRAAP Test, by Meriam Library, California State University, Chico,
https://library.csuchico.edu/help/source-or-information-good
5. How can I prepare to critically read my selected texts in a way that will
This is a key stage in preparing students to write effective summaries. Students need to be
clear that an annotated bibliography is not a general summary of the entire text, but should
author(s) that helps to support and develop the report subject and thesis line of argument.
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Critical reading is much more than reading carefully. Critical reading involves an active
imaginary dialogue with the author before, during, and after reading the text. Students can
achieve this objective by developing the ability to construct questions that seek to critically
evaluate key aspects of a text, rather than passively accepting and recording information
presented by the author, as is the case in more simple comprehension reading. In particular,
the main line of argument, the assumptions, evidence, and conclusions provided by the
author need to be constantly challenged. Critical thinking is what one does when engaged in
critical reading (Edwards, 2013). This involves developing the habit of continuously thinking
who, what, why, when, where, and how while reading a text. Indeed, Paul (1995, p. 7)
provides one thought provoking description of the process when arguing that critical
thinking is ‘thinking about your thinking while you’re thinking in order to make your
thinking better’.
What can you predict about the text from the title, abstract, thesis, and sub-
headings?
Have you read or heard anything on this topic that confirms or challenges the
evidence?
4) Context
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What other viewpoints does the writer include about the topic?
6. How can I make notes that help me to remember what I have read that
One of the essential skills in the process of writing effective summaries is the selection and
accuracy of note-making in relation to key information in a text that connects directly to the
The most effective and efficient method of note-making is the colour coding and seven-word
approach. Academic texts are organised in numerous ways that require the student to think
and read critically about the types of information required. A simple example is shown below.
First design a colour code key and place it somewhere on the first page of the texts. Then,
very selectively, highlight the areas in the text that include key information to complete your
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After highlighting one area of the text, immediately add a brief note in the margin of no more
than seven words that clearly and memorably summarises the information. This method not
only helps the students to select only the most important information in relation to their
thesis and gain a better understanding of the organisation of the text, it also enables them to
Finally, it should be stressed that the brief notes made in the margin will be used later as the
first step in the writing of summaries that avoid plagiarism. This will be illustrated in the
third article.
7. How can I write one clear line of argument as a response to the research
Having completed the critical reading and note-making, the final step in the second stage of
development of one clear line of argument is essential in relation to the development of the
purpose and focus of the summaries. Consequently, the thesis statement is the most
important sentence in the research report paper. Indeed, Everything written in the paper
The One Main idea of the paper. The entire paper is based on this statement.
The argument. The thesis statement is not a fact, opinion, nor a question, but an
Purpose of the paper. From the thesis, it should be clear what the paper will do.
Answer to the research question. Students should reflect on the research question
several times, and then consider if the response is appropriate by reference to the
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thesis statement. Is it truly a complete answer? If not, change the question or the
thesis. As the research continues, both the question and the thesis position can be
An element of surprise. This means that the thesis must be interesting, engaging, and
Conclusion
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The third and final article in this short series will continue the process of writing effective
summaries from the point at which an initial draft thesis position has been established. The
such as citing and referencing, how to avoid plagiarism, key elements of academic style, and
a simple model illustrating the stages in the process of how to write an effective summary.
This final article will conclude with an example template of how students can continue the
research process by developing a report or essay outline that incorporates the researched
summaries.
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References
Edwards, R. A. (2013). Critical thinking skills in the process of academic writing. Modern
Meriam Library (n.d.). Is this source or information good? California State University,
Paul, R. W. (1995). Critical thinking: how to prepare students for a rapidly changing world.
J. Willsen & A. J. A. Binker (Eds.). Santa Rosa, CA: Foundation for Critical Thinking.
https://libguides.stchas.edu/evaluation
Whitaker, A. (2009). A step-by-step guide to writing academic papers. Retrieved from City
University of Seattle:
http://www.vsm.sk/Curriculum/academicsupport/academicwritingguide.pdf
Recommended Readings
1. Cain, S. (2012). Quiet: the power of introverts in a world that can’t stop talking.
5. Meyer, E. (2015). The culture map: Decoding how people think, lead and get things
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royarthur.edwards@agu.edu.tr
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Planning, writing, and proofreading
Roy Edwards
royarthur.edwards@agu.edu.tr
Abstract
This, the third article in the series, focuses on the teaching of the process of planning,
academic dishonesty.
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Introduction
This is the final article in a short series of three illustrating the process of writing effective
summaries. The broader context of the series is based on the development of a 3,000-word
University, Turkey.
More specifically, during feedback tutorials with a number of students who had been
reprimanded for engaging in various forms of plagiarism and acts of academic dishonesty, a
issue was related to a chaotic life style combined with an inability to manage time resulting
in the submission of work that was poorly planned and unchecked. At a more general level,
the time management factor relates directly to what Goldratt (1997) describes as student
syndrome in which, after some minimum initial interest in the task, work is then delayed to
the last possible moment before submission. This situation is made more complex by the
influence of other time challenges such as polychronic time orientation (Edwards, 2016) and
procrastination, especially what is called passive procrastination (Chu & Choi, 2005).
promote various time management initiatives, they are also places that offer an assortment
and social events that inevitably tempt some students away from focusing on their studies.
As a university professor, I'm all too familiar with procrastination. At the beginning
their assignments on time, submit their papers on time, and in general, stay on top of
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things. And every semester I've watched as temptation takes them out on a date, over
to the student union for a meeting, and off on a ski trip in the mountains—while their
workload falls farther and farther behind. In the end, they wind up impressing me,
not with their punctuality, but with their creativity—inventing stories, excuses, and
tutorials was that, while they held a somewhat vague idea that summarising involved writing
in their own words and not copying the language of the original author(s), most were unable
lacking the necessary skills to effectively summarise combined with poor time management,
many students, especially those working at the last minute, reverted to the typically doomed
fall-back position of attempting to paraphrase large sections of the texts. Even here, students
awareness of the limitations. At best, it was seen to require a minimum effort to occasionally
alter the word order, make periodic vocabulary changes, and then drop in rather spurious
synonyms at random.
Finally, the organisation of this article is once again based around common questions asked
Students need to be clear that the primary purpose of learning to summarise is to avoid both
plagiarism and the temptation to engage in acts of academic dishonesty. However, the key
selling point, apart from the need to avoid disciplinary action due to plagiarism or dishonesty,
is that being able to summarise effectively has a significant positive effect on grades. At this
plagiarism and dishonesty, as many students are also not clear about these issues. This can
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universities from more teacher-centred learning cultures, in which they are typically not
required to write essays and reports, at least not on a regular basis, as is commonly the case
in the Anglo nations. An example of an agenda for such a learning session is shown below.
2) Indirect plagiarism is where a student fails to proofread their work and forgets to
add the citation of the author(s), or includes an incorrect citation, either in terms of
3) Paraphrasing is where a student has delayed work till the last minute and has left
no time to summarise and makes minimal changes to the original text without
plagiarising.
rather arbitrarily, from a number of texts, or other sources, to make it appear that the
5) Collusion is where two or more students share work, but make minor changes to
6) Theft is where a student tries to present work, often with minor changes, of a
7) Recycling is where a student tries to represent work from a previous course with
minor changes.
continuing to spin for synonyms until the work is clear on a plagiarism search engine.
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One of the critical elements when teaching the process of summarising is to make the
assignment requirements clear to the students. For example, on a general English course, the
purpose might be to practice how to summarise an entire article using a short informal text.
typically required to acquire particular arguments, information, explanations, and data for
assignments such as a presentation, essay, or a research report. The example shown below
illustrates the requirement scope for the summarising assignment that forms the first step in
the preparation for the literature review section of the research report.
The student is required to research three academic texts that connect directly with the
research subject, question, and thesis statement of the research proposal as the basis for the
development of the literature review section of the report. One academic article should
introduce the research subject and question, the next a counterargument to the thesis
position, while the third must focus on a defence of the thesis line of argument. All three
texts must be published in English. The summaries must only report arguments,
explanations of the arguments, the research methods, evidence, and supporting reasons
provided by the author(s). Note that the summaries must not simply be a shopping list of the
claims made by the author(s), or include any opinions, comments, or evaluation. Finally,
each summary must include an in-text citation using reporting verbs or phrases.
3. What can I do to develop an outline plan for the literature review that
From an early stage in the process, it is important that students are clear about how the
specific summarising task fits into the ‘bigger picture’ of the final course assignment.
Furthermore, many students do not fully appreciate the importance of designing a logical
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outline plan for an assignment, or how to undertake such a task. Therefore, before starting
work on the summary assignment, students should be introduced to the broader context in
which the specific assignment summaries will eventually be positioned in the literature
method adapted from the design of adverts that highlights key incidents in the presentation
of the product or service. This method for the design of the outline also helps somewhat in
demystifying the academic task by illustrating that an essay or report is ultimately just the
telling of a story, but by the use of a specific type of language and the addition of conventions
such as citations.
As shown in the storyboard in Figure 1, there are two common ways to organise the logical
order of texts from frame 4. Here, students need to demonstrate clear critical thinking when
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deciding the logical order of the presentation of texts in the literature review. Two commonly
1) Chronological order: Articles between frame 4 and 11 are reported more or less in
the chronological order of the oldest or original writer(s), to most recent texts.
2) Climactic order: After completing frame 1, 2, and 3, first report the text that
provides the second strongest argument in support of the thesis statement in frame 4,
leaving the strongest supporting text till frame 11. In between, report the other texts
from least to most important in relation to the extent to which the articles support
4. What should I focus on when selecting the texts for the summaries?
All research based essays and reports begin with the process of constructing a research
proposal. A research proposal, typically written in terms of a research subject, question, and
thesis line of argument, subsequently enables students to select appropriate academic texts
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With reference back to the second article in the series, having selected three academic
articles for the summary assignment, students are then required to annotate each article by
colour-coding the text in relation to the five areas, and making notes of between 5 and 7
words that briefly and memorably summarise the coloured areas. At this point in the process,
it is essential to demonstrate for the second time the difference between note-taking, such as
selective interpretation of some part of the text that is dependent on a degree of critical
thinking about the content. The five key areas that students need to focus on when
annotating their text are reproduced below from article 2 in the series.
6. What are the conventions required when citing and referencing texts?
Before proceeding further, it is now necessary to guide students through the process of citing
and referencing summaries. This is also an essential intervention to address the issues of
plagiarism and academic dishonesty. Moreover, especially in the case where students are
engaging for the first time in the development of a research essay or report, there is limited
value in just passing students links to the rather complex materials provided by official
convention associations. Indeed, the key convention issues need to be broken down into
more simple guidelines and examples as illustrated in Figure 3 in relation to the APA format
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vi) With 3 to 5 authors, list all names in the initial citation before moving to ‘et al.’ or ‘the
authors’;
vii) With 6 or more authors, use ‘et al.’ from the beginning;
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7. What are the key steps I must follow during the process of summarising?
Having completed all the preparatory stages outlined across the articles in this series, it is
now possible to effectively guide the students through the process of actually summarising
texts. The primary purpose of the 8-step process shown in Figure 4 is to help the students to
visualise how to increasingly distance their language and organisation from the original text
by progressively moving from the left to right of the Figure. Another objective is to make the
vague instruction of using your own words practically attainable, especially for the more
novice writer, while also reducing the prospect of plagiarism. Here, it is also necessary to
illustrate the process with examples that demonstrate that summarising is not only an
essential stage in writing process, not some optional extra, but also a process that is not
especially challenging or time consuming. One effective method for ‘selling’ the value of
effective summarising again is to show students some anonymised work in which students,
typically due to last-minute activity, have jumped the stage of summarising. The learning
objective in this exercise is not only to demonstrate how plagiarism arises from a failure to
summarise. This exercise is also focused on illustrating the negative influence on grades,
together with the significant amount of extra work and time that would then be subsequently
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8. What are the key areas I should focus on when checking and
One of the most common reasons why students plagiarise and/or obtain unnecessarily low
summarising, is not leaving time to check and proofread. Here again, an effective method to
demonstrate the critical importance of this stage in the process is to show anonymised
examples of student’s work, in which various errors arising from a failure to proofread have
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resulted in a significant reduction of the grade. The only really effective approach to nudging,
or perhaps shoving, students into completing this essential stage in the writing process is to
explicitly include checking, redrafting, and proofreading in the grading process. In relation
to the context of a research report used in the articles, students are also required to complete
both a key grading and proofreading checklist for each element of the report from the
abstract to the conclusion. These completed checklists need to be signed and submitted by
the students at all key stages of the assignment submission. Furthermore, these checklists
are used as a reference point for grading and written feedback, and then as an important
element during feedback tutorials. Abridged examples of key grading and proofreading
Contains the main ideas in the text that connect directly to your research subject and
thesis statement, while focusing on the areas highlighted in the colour-coding topics;
Be obviously based on the notes in your colour-coded and annotated academic texts;
Demonstrate having been carefully proofread with a level of general English that is
That you have followed all the rules of writing an academic paragraph;
That all paragraphs begin with a clear topic sentence that includes a topic and one
control concept;
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That you have focused on reporting the arguments, evidence, reasons, and examples
That all work is cited using appropriate reporting verbs in APA format;
That the literature review has a clear logical order and shows direct evidence that you
That all paragraphs are obviously linked and illustrate a clear flow in developing and
That all texts are academic and that you have not used informal website materials, or
Conclusion
Due to necessary space limitations, some key elements of the summarising process have had
to be omitted in this series. These include the critical issues of learning how to write in
academic style, how to construct effective paragraphs that include a clear topic sentence
incorporating the topic and one specific control concept, and the importance of focusing on
the audience when writing. However, an attempt has been made to promote the argument
that one fundamental contribution that is practically achievable for university EAP teachers
to address and counter plagiarism and academic dishonesty is by the systematic teaching of a
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References
Ariely, D. (2008). Predictably irrational: The hidden forces that shape our decisions.
London: HarperCollins.
145(3), 245-264.
Goldratt, E. M. (1997). Critical chain. Great Barrington, MA: The North River Press.
royarthur.edwards@agu.edu.tr
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