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Research paper topic

The six parts of the critical thinking process revived as a Resource will guide you to be successful in completing the assignment. Use this template by completing Section 1, Section 2, and Section 3, which will guide the composition needed for your assignment. Have fun and be sure to submit by Sunday of Unit 3, to assure you can be successful with Unit g’s coursework. Note: This topic and problem statement will be the focus of your research worksheet for Unit 3 and Unit 4 discussions. August l, 2014 Section 1 : Compose your chosen research paper topic using descriptive words.

Suggested length is 6-12 words. Avoid pronouns. Research Paper’s Business-Related Topic How complacency can be a problem in business. Section 2: Compose your specific problem statement that can be argued and supported. Your statement can be one to three bold sentences. Suggested 18-?36 descriptive words without pronouns. Make your statement without asking questions. Business-Related Topic’s Specific Problem Statement The ability to develop a vision for the future is essential for long-term success, even when pressing daily tasks take your eye off the ball.

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All of your time, energy, resources, and even your health seem to go into keeping the business alive and kicking. Chances are, there’s no one around to thank you for all this effort. It’s up to you to remain motivated for the challenges -? and rewards -? ahead Section 3: Each course assignment is a problem to solve that requires critical thinking. This assignment is to compose your research paper’s business- related topic and its specific problem statement. After you have written the two compositions above, reflect on the critical thinking six-steps you used to complete this assignment.

Refer to the Critical Thinking Process in Unit 3 studies as needed. Note that your critical thinking six steps are grading criteria for this assignment. Elaborate your compositions to show clearly that you have applied the six steps. Because the ability to think critical is so important to college-level learning, you will complete similar assignments in each learning unit of this course. As you continue through each learning unit, notice how your critical thinking process has changed over time. This type of observation can assist you to more effectively solve problems as you complete coursework.

Compose your reflections below. Step 1 . Demonstrate a positive attitude toward solving a problem. (In this step, explain how you kept a positive attitude as you completed the assignment. ) ANSWER: I use positive affirmation and visualize myself at the finish and seeing a good grade. Step 2. Focus on the accuracy of the assumptions and conclusions. (In this step, explain how you kept a focus on the assignment to be clear about the requirements. For example, describe how you verified the assignment instructions and scoring guide to make sure everything required is included. )

ANSWER: keep the focus by reading the study guides and the assignment requirements several times before starting and while composing the Step 3. Break the problems into workable parts. (In this step, explain how you broke the assignment into smaller more easily tackled parts and provide a reason for each part. ) ANSWER: The assignment give great guidance and steps, I did make a list to tackle all the requirements. I made a list of goals or requirements that had to be meet, listed out resources and map out the goals while obeying the rules/ constraints. Step 4. Do not guess or jump to conclusions.

In this step, describe how you found if you have the necessary information to proceed. For example, explain how you identified what information is provided and what information must be determined. ) ANSWER: determined I had the necessary information to proceed, by reviewing the requirements for unit 3 and reviewing my completed assignment of Unit 2. Step 5. Employ meaningful self-dialogue throughout the process, including written or drawn prompts as well as spoken words. (In this step, explain how you organized the assignment using notes, tables, diagrams, and drawings. )


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