Critical Thinking Questions
\(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
\text { against. Answer } \
\text { contains }
\end{array} & \begin{array}{l}
\text { argument for or } \
\text { against. Writing }
\end{array} & \begin{array}{l}
\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student } \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)
Assume rating/grading scale for the question ranges from 0 to 3 points.
-Which is the more important reason for being engaged: to gain power or improve the quality of life? Why?

Question

Critical Thinking Questions
 \(\begin{array}{|l|l|l|l|l|}
\hline \text { RATING } &\text { Failing }&\text { Below Average } &\text { Competent }&\text { Advanced/ }\
&&&&\text { Sophisticated }\
\hline \text { Criteria } &\text { Answer doesnot }&\text { Answer fails to }&\text { Answer provides }&\text { Answer clearly }\\text { for }&\text { provide an }&\text { provide examples }& \text { an argument with } &\text { provide an }\\text { evaluation. }&\text { argument for or }&\text { to support an }&\text { one or two }&\text { argument with two }\&\begin{array}{l}
\text { against. Answer } \
\text { contains }
\end{array} & \begin{array}{l}
\text { argument for or } \
\text { against. Writing }
\end{array} & \begin{array}{l}
\text { examples that } \
\text { support it. Writing }
\end{array} & \begin{array}{l}
\text { excellent } \
\text { examples that }
\end{array}\
&\text { inaccuracies. } & \text { is poor and } & \text { is acceptable for }& \text { support it; student }  \
&\text { Writing is poor } &\text { grammatical }& \text { the college level } &\text { makes the argument }\&\text { and contains } & \text { errors are } & \text { but may contain } &\text { clearly and }\
&\text { numerous } & \text { common. Answer } & \text { one or two }&\text { eloquently. Answer }\
&\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is somewhat } \
\text { incoherent. }
\end{array} &\begin{array}{l}
\text { grammatical } \
\text { mistakes and }
\end{array} & \begin{array}{l}
\text { is well organized } \
\text { and free of }
\end{array}\
&\text { misspellings. }&&\text { misspellings. }&\text { grammatical errors }\&&&&\text { and misspellings. }\
\hline \text { POINT } \
\text { VALUE }&0&1&2&3\
\hline
\end{array}\)
 Assume rating/grading scale for the question ranges from 0 to 3 points.
-Which is the more important reason for being engaged: to gain power or improve the quality of life? Why?

Quizplus · Accepted Answer

The Answer is Both are important. Becoming engaged is necessary to improve the quality of life not just for ourselves or a particular group we may belong to, such as college students, but for others as well. Indeed, attempting to improve our own quality of life may improve it for others as well. If, for example, college students work to cap rents in a city in order to provide affordable housing for themselves, their efforts may end up helping poor city dwellers as well. However, sometimes before certain groups of people are able to act to improve the quality of their own lives or those of others, they often must first gain basic political power, such as the power to vote, organize, or hold office.

Critical Thinking Questions Assume Rating/grading Scale for the Question Ranges from 0 to Failing