A Critical Incident Questionnaire is a formative evaluation tool widely used in Adult Education settings. Originally created by researcher Stephen Brookfield in his 1995 work, Becoming a Critically Reflective Teacher, the CIQ seeks to capture–on a single page–the critical moments, experiences, or ″vivid happenings″ (Brookfield, 1995, p. 21) that occur for a given learning experience. The results inform the class instructor about how the learning experience is proceeding and allow for adaptations to enhance the learning experience during the learning experience. For each of the six questions, please write a single paragraph. There are no ″wrong″ answers, but you will be graded on correctness of grammar, punctuation, and spelling. Also, the two most important aspects of academic writing will be considered: clarity and conciseness. The best advice I can ever give student writers is this: Say what you need to say so the reader understands you clearly (clarity)–and not one word more (conciseness). So, no phrases like, ′The fact of the matter is. . .″ Just state the fact. So, no phrases like, ″I believe″, ″I think′, ″I hope″, ″I feel″, etc. Remove those ″hedge″ words and just look at how much stronger your writing became. Own your beliefs, thoughts, hopes, feelings, etc. . . and just state it outright. Trust your greatness! Finally, do not–I repeat, do not–use the second person POV. Do not say something like, ″It easy to know when you′ve waited too long to do something, because you get this terrible feeling in your gut.″ It′s not good academic writing, it′s rampant in student writing, it′s a pet peeve of mine, and it′s grammatically and stylistically incorrect. The ″audience″ for these assignments consists of one person, your instructor. So when ″you″ is used, it addressed me personally. Please do not do this [ever again]. I sincerely appreciate it. There are many aspects of good student writing, but let′s just focus on these for now. Feel free to use the first person POV–it is completely appropriate here.