Response

[Jennifer Pena]

In the process of delivering a speech regarding a given stand on a given issue, one’s ability to provide factual information will determine the listener’s perception of the value of the statements that they are making. Factual information consists of that which is widely described in literature and whose standards have been confirmed experimentally to be true. In the article “Sir Ken Robinson: ‘Creative’ with the truth?”, the speaker discusses the subject of schools being responsible for reducing levels of creativity amongst the students. Through the use of factual information about creativity tests, the author also manages to support the presented ideas using critical inferences that can be perceived to be sensitive based on the theme of the commentary.

One identifiable fact from the discussion of that the tests for creativity are a waste of time and resources. To illustrate the fact, Clark relates the creativity taught in school to the idea developed by Guiford in 1967 involving the “alternative uses test”. According to the author, the similarity between these two is that while creativity is decorated to be a form of coming up with a solution to a given problem, it is similar to the principle used in Guiford’s experiment. The relation between the two elements justifies that the information presented has been discussed in other contexts in the past. The fact comes in the middle of the writing and is a paraphrase of a previous related study.

To support the argument of the presented factual information, Clark relates to several inferences that seek to persuade the reader. To support the statement, it is stated that research has proven that there is a high chance for compromise of quality at the experience of the quantity if ideas that one can define in a given period. The author further proceeds to emphasize that the issue is common in workplace scenarios where people are encouraged to brainstorm ideas, and which he thinks are old-fashioned and unimaginative. From the presentation of the inference, it is convincing as the reader gets to understand the relevance of the subject. The inference, however, comes in a different paragraph when the author relates it with brainstorming. It is likely that he opted for this technique to get the reader into thinking about the stated claims and later present a real-life scenario where it is primarily applied and thus help the reader to connect the stated concepts.

The judgment for the fact is noted when the reader mentions what he perceives of this method of creativity. According to pro service, tests for creativity encourage “wild imagination.”While he notes that it is not a bad issue to promote imagination wildly, he thinks that it greatly compromises the aspect of quality thinking and valuable innovation. Thus, the judgment is supported by the fact and the inference from the fact that the quality of creative thinking is compromised at the expense of quality. Thus, all three concepts relate in the commentary.

In summary, the article not only explores the issue of schools discouraging creativity but also provide vital inferences to support the presented ideas. The author provides his judgment regarding his feeling about the issue by relating it to a wild form of imagination, which he believes should raise concerns on the grounds of the quality of ideas highlighted. The three concepts of the fact, the inferences, and the judgment are present within the writing and are all related, and thus provide a fundamental role in convincing the reader.

Work Cited

Clark, Donald. “Sir Ken Robinson: ‘Creative’ with the Truth?” Donald Clark Plan B (2015). Web.10 Sept. 2016.