Letter Of Intent: An Analysis Of Martin Luther King Jr.

Did I use my critical analyzation skills when I wrote my letter of intent for my Critical Thinking, Reading, and Writing class? To order to answer this question with honesty, some variables need to be considered. How much time did I spend on the letter? What is the significance of the letter? What was understood in this letter? What are Martin Luther King Jr. connotations to me? Therefore, to answer my initial question of was my letter of intent critically thought out, I must step back and consider the importance of the letter. I will argue that I did not critically analyze my letter of intent by divulging my own impediments, my opinions on Martin Luther King Jr. were not even mentioned and will expand on what my own words are written in the
At that time, I developed on what my own words written the letter implied but were not clearly indicated. To begin with, what were my objectives for this class and were they concise? In my outlook on my own writing, I consider my purposes for signing up for this timeslot of CRTW was the only thing clearly identified in the letter. I reasoned that I am taking this class because I need a Critical Thinking, Reading and Writing credit this semester. My perspective for taking this specific section detailed in my letter of intent is, “I work two jobs and take seven other classes, some are studios (three-hour long classes). So, this was the best class to fit into my schedule (Broome, p.1).” However, I did correspondingly mention that I would like to acquire more information about Martin Luther King Jr. and concentrate on an “interesting subject.” This is a clear example of not critically thinking. I under no circumstances went into detail in what way I would learn more about King, or why I even would like to learn more about this particular man. Subsequently, the only thing I specified is that the time was advantageous to me, not the specific course content. That was not even the purpose of the letter, so I reason it is palpable to note that my intentions were clearly stated but not critically thought
This specific topic was unquestionably not critically thought through. I declared that I would “love an A, but realistically, I would like a B or a B minus (Broome, p1).” What does that even mean? What grade do I want because I listed out three and left in question? Furthermore, my reasoning on why I will far exceed the expectations of this class are superficial and clearly not even though out at all. I stated I can “keep up with the readings”, well, that’s great, but that’s required for this class. I could receive a big, fat F and still “keep up with the readings.” I could spend a lot of time and effort on my essays in the class, but I could still fail out. According to the CRTW essay rubric, “An A paper is superior work that far exceeds the requirements of the assignment (CRTW Essay Rubric).” I’m starting to question if my brain was even functioning when I wrote this letter of intent, maybe I just had the biggest “brain cramp” of the century. There is no clear logical argument presented on why I should receive an above average grade. Then I go on to say that “if I do not do well in my interim grade I will consider S/U, but I have never before (Broome, p.1).” This sentence is so distasteful, it’s practically murdering the principles of critical thinking. There’s not any sign of metacognitive functioning used. Even the lucidity of “I will S/U if I don’t do well on the