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Essay / Research Paper Abstract
A 4 page research paper that has 2 parts. The first part of the paper (roughly 200 words) offers an example of how to describe a location using metaphors. In this section, the writer describes the tourist attraction South of the Border. The second part paper constitutes the remainder of the paper and discusses the relationship between language and critical thinking skills. Bibliography lists 3 sources.
Page Count:
4 pages (~225 words per page)
File: D0_khlancrt.rtf
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Unformatted sample text from the term paper:
epitome of Americana. Non-politically correct, it is the unrepentant heart of American ethnocentrism and ego, still beating happily away and living off the thousands of tourists who motor south, like
a huge herd of lemmings, towards the even greater plastic appeal of Florida. It is a parkland known as South of the Border. A tourist trap, par excellence, the
tourist first sees South of the Border twinkling like an elusive neon oasis from the highway. The tourist knows to watch for South of the Border because billboards have announced
its approach over the course of the last 500 or so miles. Its gigantic, green sombrero-shaped water tower looms like a beckoning finger urging the tourist to stop and become
ensnared in its Spanish-themed delights. To understand the appeal of South of the Border, consider this. In the cornucopia of American culture, if Walt Disney Worlds European-flavored EPCOT Center is
viewed as vacations gourmet food, South of the Border is like a really good hotdog, slathered with lots of ketchup and mustard, American and tacky from end to end and
proud of it. Part II: Language and critical thinking. Language and language diversity play a crucial role in the critical thinking process, as these two areas are intrinsically connected.
Critical thinking has been defined as "the ability to construct and/or extrapolate abstract meaning in and from a variety of settings and medium" (Brooks, 2001, p. 393). While critical thinking
skills are universally lauded by educators as a desirable goal, there is less consensus on how to go about imparting these skills to students. In this regard, Brooks (2001) advocates
the employing the instruction in the nature and structure of language as a means for encouraging the development of critical thinking skills. Incorporating the "principles of non-allness, self-reflexivity, and non-identity"
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