Sociology – short critical thinking paper #1 on Benham

Benham – Deception in Research
Write a critical and analytical review of the Benham article The Ubiquity of Deception and the Ethics of Deceptive Research the article is provided
Short paper- (2 full pages). The paper should be submitted as a WORD document.
Short Paper Guidelines:
1. At least five (5) references should be cited in the paper and those references can come from scholarly journals, newspapers, or they can come from some of the readings uploaded on blackboard. Your objective is to critique the article and analyze some of the key concepts that stick out to you. What strikes you as particularly interesting about the article? Offer an argumentative critique of the writers argument, method, paradigm (if identifiable), etc.

2. The paper should be two (2) full pages (write until the bottom of the second page); page length does NOT include your references section;

3. Citation style should be consistent, example styles to be used are: APA, Cambridge, Chicago, or Harvard;
4. It should be critical (offering an opinion and critiquing other referenced perspectives) AND analytical (making observations of theories, paradigms, history, contemporary events, etc. and drawing conclusions, connections/linkages between concepts and/or contextual themes that you intend to discuss;
1. You are allowed to write in the 1st person if you choose to.

**PLEASE USE FORMAL, APPROPRIATE, AND SOCIOLOGICAL WORDS/VOCABS. AND PLEASE FOLLOW THE GRADING RUBRICS OR THE REQUIRENMENT FOR THIS PAPER**

REMEMBER:

1. The Benham article The Ubiquity of Deception and the Ethics of Deceptive Research is provided under the attached files

THIS IS THE REQUIRENMENT WHAT SHOULD BE ON THE PAPER:

3 – Exemplary
If applicable, consistently does all or almost all of the following
Purpose
–Demonstrates a clear understanding of the assignments purpose

Key Question, Problem, or Issue
–Clearly defines the issue or problem; accurately identifies the core issues
–Appreciates depth and breadth of problem
–Demonstrates fair-mindedness toward problem
Point of View –Identifies and evaluates relevant significant points of view
–Is empathetic, fair in examining all relevant points of view
Information
–Gathers sufficient, credible, relevant information: observations, statements, logic, data, facts, questions, themes, assertions, desrptions, etc.
–Includes information that opposes as well as supports the argued position
–Distinguishes between information and inferences drawn from that information
Concepts –Identifies and accurately explains/uses the relevant key concepts

Assumptions
–Accurately identifies assumptions (things taken for granted)
–Makes assumptions that are consistent, reasonable, valid
Interpretations, Inferences –Follows where evidence and reason lead in order to obtain defensible, thoughtful, logical conclusions or solutions
–Makes deep rather than superficial inferences
–Makes inferences that are consistent with one another
Implications, Consequences –Identifies the most significant implications and consequences of the reasoning (whether positive and/or negative)
–Distinguishes probable from improbable implications
Critical Thinking Rubric

3 Thinking is exemplary, skilled, marked by excellence in clarity, accuracy, precision, relevance, depth, breadth, logicality, and fairness
2 Thinking is competent, effective, accurate and clear, but lacks the exemplary depth, precision, and insight of a 4
1 Thinking is inconsistent, ineffective; shows a lack of consistent competence: is often unclear, imprecise, inaccurate, and superficial
0 Thinking is unskilled and insufficient, marked by imprecision, lack of clarity, superficiality, illogicality, and inaccuracy, and unfairness

Critical Thinking Worksheet

Overall Score ________

If applicable, score the element (0-3)
Element of Reasoning
Comments
Purpose: Does the student demonstrate a clear understanding of the assignments purpose?

Key Question, Problem, or Issue: Does the student clearly define the issue or problem, accurately identify the core issues, and appreciate their depth and breadth?

Point of View: Does the student identify and evaluate relevant significant points of view? Does the student demonstrate fair-mindedness toward the problem?

Information: Does the student gather sufficient, credible, relevant information (statements, logic, data, facts, questions, assertions, observations, etc.)? Does the student include information that opposes as well as supports the argued position? Does the student distinguish between information and inferences drawn from that information?

Concepts: Does the student identify and accurately explain/use relevant key concepts?

Assumptions: Does the student accurately identify assumptions (things taken for granted)? Does the student make assumptions that are consistent, reasonable, and valid?

Interpretations, Inferences: Does the student follow where evidence and reason lead in order to obtain defensible, thoughtful, logical conclusions or solutions? Does the student make deep (rather than superficial) inferences? Are the inferences consistent?

Implications, Consequences: Does the student identify the most significant implications and consequences? Does the student distinguish probable from improbable implications?

3 Thinking is exemplary, skilled, marked by excellence in clarity, accuracy, precision, relevance, depth, breadth, logicality, and fairness
2 Thinking is competent, effective, accurate and clear, but lacks the exemplary depth, precision, and insight of a 4
1 Thinking is inconsistent, ineffective; shows a lack of consistent competence: is often unclear, imprecise, inaccurate, and superficial
0 Thinking is unskilled and insufficient, marked by imprecision, lack of clarity, superficiality, illogicality, and inaccuracy, and unfairness

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