Critical-Thinking-and-Writing-2018 (1).pptx

critical thinking skills

1. Critical Thinking and Writing Academic Learning Development [email protected]

2. Workshop Outline What is critical thinking? Why is it important? What’s it all about? Where does it begin? The stages: Evaluating sources Engaging with the text {critical reading} synthesising of ideas Putting pen to paper {critical writing} Proof reading

3. Critical does not mean negative or destructive It means asking and answering questions to get as close as possible to ‘ the truth’ Not letting your own biases deter you from the truth Comparing, contrasting and evaluating ideas/sources Not taking what you think, read or hear for granted What is critical thinking?

4. Critical thinking in Dead Poets Society https://www.youtube.com/watch?v=2EdWgsTUhmI What aspects on critical thinking can you identify in this clip?

5. Critical thinking involves many thinking skills eg . analysis interpretation reflection evaluation inference - {reaching conclusions conclusions on the basis of evidence} problem solving decision making application

6. Critical thinking is a desire to seek, patience to doubt, fondness to meditate, slowness to assert, readiness to consider, carefulness to dispose and set in order; and hatred for every kind of imposture. ~Francis Bacon (1605)

7. Critical thinking In our studies?

8. Academic work in the UK Draws on tradition of debate and argument, reasoning and evidence Knowledge is viewed as provisional and contestable! Often, there is not a ‘right’ or ‘wrong’ answer, or one correct interpretation or design approach

9. Why do we engage in critical thinking in HE? What can we gain by thinking in these ways?

10. Transferable skill for the workplace Philosophical and ethical reasons Taking informed actions Getting higher marks Getting to the heart of the matter Adding to knowledge!

11. Take information in Process Take in the information (i.e. what you have read, heard, seen or done).

12. Understand Comprehend the key points, assumptions, arguments and evidence presented.

13. Analyse Examine how these key components fit together and relate to each other and to your own research question

14. Compare Explore the similarities, differences between the ideas you are reading about.

15. Synthesise Bring together in conversation different sources of information to serve an argument or idea you are constructing. Make logical connections between the different sources that help you shape and support your ideas.

16. Evaluate The initial worth of a source Assess the worth of an idea in terms of: its relevance to your needs the evidence on which it is based potential bias and how it relates to other pertinent ideas.

17. Apply {critical writing} Transfer the understanding you have gained from your critical evaluation and use in response to questions, assignments and projects.

18. Justify {critical writing} In your writing use critical thinking to develop arguments, draw conclusions, make inferences and identify implications.

19. What kind of sources?

20. Critically engaging with texts The quality of your writing will depend on your ability to critically engage with texts, so it’s important to get to grips with your critical reading skills! What kinds of question would you ask when reading a text to engage with it critically?

21. Critical reading: Questions to ask What is the argument / conclusion / message / opinion? What is the evidence? Does the evidence support the argument? Is the text logic? Is the author biased? Does s/he have an agenda?

22. The “Critical Analysis reading Test” Use critical analysis to analyse your sources/reading Your essay has to withstand critical analysis too! Cottrell (2011) suggests several areas to focus on…

23. 1. Identify the main line of reasoning What is the main argument? Is the line of reasoning clear?

24. 2. Identify hidden agendas in your sources and in your own writing What might the writer gain by writing the piece? What information might be missing, which could paint a different picture?

25. 3. Evaluate evidence in the text What kind of evidence of examples does the writer use? Fact or opinion? How reliable and useful is this evidence? Is the evidence strong enough? Is the data up-to-date? Does the text use reliable sources?

26. Activity 2: Weak or strong evidence? Look at the following texts. Do they show weak or strong evidence? Does the argument (reasoning) hold up?

27. The decline in the fertility rate is a further reason that immigration will become more and more important. According to Weston (2001), the fertility rate in this country has fallen from 3.5 live births in 1961 to its lowest level ever, 1.8 babies per woman in 2001. This trend looks set to continue into the future. Weston (ibid) also states that the minimum fertility rate necessary to sustain a population at a constant level is 2.1 births per female. Therefore, unless the trend reverses, immigration is necessary to sustain the population.

28. One reason that women are better than men at raising children is that they are kinder. My mother was a good example. She did many kind things not only for me but also for other people, even strangers.

29. Living costs are also increasing in the area of housing affordability. In a recent survey, 68% of people said that they found it more difficult to pay their rent or mortgage than last year.

30. 4. Look for bias Does their writing reflect a political viewpoint? Who might disagree with the writer?

31. 5. Identify the writer’s conclusions Does the evidence support the writer’s conclusions? Do you make the same conclusions? If you cannot find the evidence to support your own conclusion in your assignment you may need to change your conclusion!

32. Good critical thinkers acknowledge good arguments even when they don’t agree with them! Explore them in your writing and deal with them – it will make you a more credible and critical writer!

33. Applying critical thinking to writing How do you get to be a critical writer?

34. The first juxtaposition is between One Week and Gordon Matta-Clark’s Splitting (1974) One Week tells the story of a newly married couple making their first home, and Buster Keaton plays the husband who builds the flat packed house. The twenty-five minutes flows with a series of predictable accidents, such as Keaton sawing a piece of wood on the roof whilst sitting on the end he is cutting away, he falls and simply carries on. There are two key moments of destruction: firstly the storm which causes the completed house to spin out of control, whilst the couple and their guests are in it; and secondly a train running through the house (when the couple try to move it to its correct plot). (Postgraduate student. Essay, 2014. Very slightly adapted, and used with permission).https://intranet.birmingham.ac.uk/as/ libraryservices /library/skills/ asc /documents/public/pgtcriticalwriting.pdf What is wrong with this paragraph?

35. Presenting ideas in your writing The quality of your writing will depend on your ability to critically engage with texts, so it’s important to get to grips with your critical reading skills! Reading and writing critically are intrinsically linked

36. Common feedback on student writing is:

37. Descriptive Writing Critical/Analytical Writing States what happened Identifies significance States what something is like Evaluates (judges the value) strengths and weaknesses Says how to do something Argues a case according to evidence Explains what a theory says Shows why something is relevant or suitable Explains how something works Indicates why something will work (best) Gives information Draws conclusions Learnhigher (2012)

38. Description.. Analysis… Evaluation

39. So how can we make our writing more critical and boost our marks?

40. Critical writing

41. How can we make our writing more critical? Don’t just describe and say what other people have said Compare and contrast what people have said Discuss / comment /indicate your view Evaluate evidence Infer/draw conclusions Use the literature as supporting evidence or examples Apply the literature to a particular case or context Apply theory/models to contexts/practice

42. Using Critical Analysis Presenting evidence to support your point: Class size can play a direct role in reducing the amount of work which children attempt on a daily basis. This is supported by Latham’s (2015) work which found that as pupil teacher ratios increase, children distract each other more.

43. Using Critical Analysis Interpret the source and making deductions and draw conclusions from a source: In the view of Kid (2007), children model their language patterns on those of their parents. Therefore, it is imperative for parents to monitor their own language use.

44. Using Critical Analysis Comparing writers’ views: Ball (2005) argues that TV of a violent nature can influence children’s behaviour. However, Smart (2006) states that behaviour improves when parents watch too. It is possible to argue, therefore that..

45. Using Critical Analysis Evaluating research: However, Stanton and Bardoni's (1972) research left the respondent to define 'flashback' for themselves. This personal definition does not enable comparisons between studies, nor does it allow for an examination of the nature of such 'flashback' reports. Consequently a major variable was not controlled for or quantified. Example from: Bottomley, J. 2015. Academic Writing for International Students of Science , London: Routledge.

46. Using Critical Analysis Synthesis involves making a variety of connections among source material! Assignments are not organised source-by-source but are organised topic-by-topic to create a whole text (Henning, 2011).

47. Critical writing Critical Uncritical Presents information Uses information Considers the quality of evidence Doesn’t question the sources Presents a logic and well-demonstrated argument Doesn’t draw conclusions Presents a one-sided view Presents a balanced discussion considering strength and limitations of ideas

48. Academic Voice It is formal, rational, logical, unemotional It tries to persuade by a well supported argument rather than emotive language Uses cautious wording e.g. ‘suggests that…’;‘is evidence for…’; ‘it is possible that…’ might, may, seems, appears….. Avoids unsubstantiated statements Avoids informal, conversational language

49. Academic Voice It is often impersonal It avoids the word 'you' meaning everyone It may avoid 'I' or 'we’ – If not, it uses them sparingly . For instance, instead of ‘in my opinion...’ you could write ‘it can be argued…’ ‘this essay argues…’, ‘one could consider…’ Uses the third person

50. Writing in the 3 rd person Not - I collected the samples and recorded the results. But - The samples were collected and the results were recorded. ------------------------------------------------------ Not - We saw a lot of evidence of teamwork. You could see it was positive. But – There was considerable evidence of teamwork, which was clearly positive.

51. Use your Voice You need to develop your own academic voice within your subject. In your writing you will need to evaluate other people’s ideas and arguments to come to your own conclusions! **But remember, don’t make unsubstantiated claims without evidence**

52. Critical Referencing Don’t string together too many quotes to support an argument, feeling that the more quotes you include, the stronger your argument. Instead…. Interpret the quotes to the reader, and explain their relevance, discuss their validity, and show how they relate to other evidence and your argument! Use reporting verbs carefully to show your attitude to the ideas you're presenting, this will help give you a stronger academic voice and improve academic style. *See handout*

53. PEEL – See ‘ Writing critical paragraphs’ Topic + claim Show me Tell me To paragraph / argument

54. Proof read for criticality! Why should the reader be convinced by what I’ve just written? A critical read through your own writing may reveal gaps in your logic, which you can rectify before you submit it. Us a highlighter to distinguish between descriptive and critical writing!

55. In summary Critical Writing should: Compare and contrast from a range of sources Synthesise information Be a balanced presentation of differing arguments/perspectives involved – Get to the heart of the matter! Provide a clear presentation of your position/argument in relation to the ideas being presented {your academic voice} Debate and discuss theory with the practice of tyour pwn research!

56. Checklist Balance between critical and descriptive Do I have a clear conclusion? Have I used evidence to support it? Why should the reader be convinced? Any gaps in logic? Is my conclusion supported well by my analysis of my arguments? Have I included any unsubstantiated statements? If so, present evidence to support it and be cautions with your language. E.g. It could argued…

57. The 6 rules of Critical Thinking

58. Identify the focus of the assignment – it is crucial that you read assignment questions or briefs closely and thoughtfully, in order to ensure that your work clearly addresses the requirements of assessment. Identify your own point of view – arrive after reflection at a judgement regarding your own view of the issue to be discussed. Consider how you will communicate that view to your readers persuasively – how might you present your argument with maximum impact? University of Bradford 2016

59. 4. Find the proof – remember that you will need to substantiate your argument throughout with reference to relevant research. 5. Engage in debate – as well as presenting different perspectives, consider their comparative strengths and weaknesses. Which perspective is the most convincing, and why? 6. Structure your argument – always remember to organise your material so that it flows logically. University of Bradford 2016

60. RECAP How do you undertake critical writing ? Clearly set the background, having thoroughly understood the question and topic. Present an original, coherent argument. Use evidence that is strong, reliable, and demonstrate it to be such. Consider differing positions and viewpoints. Describe, analyse and evaluate. Make your writing flowing and logical; show elaboration and articulation. Draw conclusions, do not simply repeat information.

61. References Cox, Hill, Longman (2004) ‘English for Academic Purposes’ Leicester University(2012) ‘What is Critical Writing?’ Available at: http://www2.le.ac.uk/offices/ld/resources/writing/writing-resources/critical-writing Leicester University (2012) Questions to ask about your level of critical writing’ Available at: http://www2.le.ac.uk/offices/ld/resources/writing/questions-to-ask/questions-to-ask-about-your-level-of-critical-writing Murray, R. (2006) How to write a thesis . 2 nd edn. Maidenhead: Oxford University Open University (2011) ‘ Skills for OU study’. Available at: http://www.open.ac.uk/skillsforstudy/critical-thinking.php Plymouth University (2012) ‘Critical Thinking’. Available at: http://www.learningdevelopment.plymouth.ac.uk/LDstudyguides/pdf/8Criticalthinking.pdf Wellington J., Bathmaker A., Hunt C., McCulloch G. and Sikes P. (2005). Succeeding with your doctorate . London: Sage.

62. Academic Learning Development Skills Resources You can find workshop slides, help-sheets and useful materials on our 'Skills Resources'' Blackboard page.

63. Academic Learning Development Appointments with a learning adviser Skills workshops and other activities Bookings: https://engage.westminster.ac.uk/ALD

64. Useful videos https://www.youtube.com/watch?v=6OLPL5p0fMg&feature=youtu.be Lynda.com

65. Use evidence to support your reasoning Evaluate and present evidence to support your case Use sources that you know are authoritative , credible and reliable . Consider who the author is and what makes them an expert. Consider how recent the information is. Consider the purpose of the source and if it is appropriate to use