It may be that these 'poor' people inherited one or that their children are using the computer provided by the local library. 7. The author needs to define her constructs (Riddell, 2007). What does the term' poor' mean. Or at least what does she have in mind when she says this. The word' poor' is relative and straddles a huge spectrum. When defining her constructs, the author, too, needs to quote an authoritative source for basis of her measure.

8. The argument would have benefited from a pro and con slant where the author not only presents evidence conducive to her claim but also presents also opposing arguments and evidence and then proceeds to deal with them (Ward, 2006).

9. The paragraph is too colloquial and informal given the presumably academic audience that the author is slanting her script to. The words, for instance, "why would there be?" should be omitted

These are some, although not all, of the factors that seem to me to erode the author's writing and deter it from being a scholarly piece of literature. In short, it is biased, contains...

A more scholarly piece of writing would have included reflective operations such as comparing and contrasting phenomena, combining patterns, categorizing her perceptions, framing the various components of her argument, and self-questioning (Teekman, 2000; Ward, 2006) in order to forge a bridge between her and her reader and to create meaning and understanding.
References

Paul, R., & Elder, L. (2003). Critical thinking: Teaching students how to study and learn (Part III). Journal of Developmental Education, 26(3), 36 -- "37.

Fowler, J. (2007). Thinking and writing at Masters level: A reflective passage. British Journal of Nursing, 16(14), 887-890.

Riddell, T. (2007) Critical assumptions: Thinking critically about critical thinking. Journal of Nursing Education, 46(3), 121-126.

Teekman, B. (2000). Exploring reflective…