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"Set at the appropriate level of difficulty, such 'beautiful problems' create a 'natural critical learning environment' that engages students as active and deep learners."

(Bean, 2011, pg. 1)

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Bean argues that confronting problems is the best way for students to develop their critical thinking, as it presents them with scenarios motivating and inspiring them to find creative solutions. He says this then leads to a better way to interact with and analyze the world around them.

(Bean, 2011, pgs. 1-2)

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I recall in JOURN 4180W where I was tasked with writing the first of our group's multimedia stories and found myself struggling to figure out how to piece together some quotes to the overall story we were working on. By digging deeper into the context of the situation and learning more about how those interviewed were impacted by it, I see how the idea of critical thinking is related to this experience in how it allowed me to take a more in-depth dive into my topic.

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"Writing represents a unique mode of learning—not merely valuable, not merely special, but unique."

(Emig, 1977, pg. 1)

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Emig discusses how we learn from writing—especially in its more personal attributes—allow us to seek out better ways to summarize arguments and full engagement with the subject being written on.

(Emig, 1977, pg. 1)

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In POL_SCI 4180W, I wrote an analysis on the film Death Wish and how it could be connected to the rising neoliberal politics of the time. Here, I learned from writing in the ways Emig discusses by further engaging with the messaging of the film and thinking more deeply about how to summarize

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"Unity not only keeps the reader from straggling off in all directions; it satisfies your readers' subconscious need for order and reassures them that all is well at the helm."

(Zinsser, 2016, pg. 1)

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Zinsser refers to two kinds of unity here: unity in writing and unity with audiences. Both are crucial to ensuring that your own words are composed in a manner that makes sense and best gets across what you are hoping to convey while unity with audiences is critical in focusing on how your work will be understood and engaged with by those reading it.

(Zinsser, 2016, pg. 3)

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Currently in HIST 4835HW, I wrote an annotated bibliography to summarize what my research project will be about and it's purpose, while diving into the many sources I consulted and why I used them. The unity Zinsser talks about here was crucial in making this because it was of upmost importance that my arguments were composed in a tight knit way to show a clear understanding of complicated content that also kept those who would read it in tune.

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"Feedback (from instructors, teaching assistants, and/or peers) is an integral part of the course instruction. Revision involves rethinking and reformulating, not merely editing of conventional and stylistic elements."

(University of Missouri, 2019)

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The WI course descriptions offer by Mizzou make a big deal out of the importance of revisions, requiring up to 8 total pages worth of revising to best consider the ideas which make up the bulk of written work and how rethinking them may be beneficial to its purpose.

(University of Missouri, 2019)

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Going back to JOURN 4180W, I got a good deal of feedback on the written story I prepared which helped me with clarity, having the most up-to-date info possible and a clear angle of what we were reporting on, ultimately reinforcing the idea here of how revisions allow