Download - M Level Writing
Aims of this session…
Understand what critical thinking is and how it applies
to your work
General information on structuring your assignment
Everyday Critical Encounters
Not accepting things at face value - just because something's in print, it doesn't mean it’s true
Use your own experience and values to help you think critically.
Absence of critical thinking
Х Believing all television adverts and everything that politicians say etc.
Do you believe everything that politicians say?
Everyday critical thinking No
Academic critical thinking
Argument/your point
Based on past experience and
information presented in newspapers
Evidence
How do you know this?
Because they lie
Reasoning/ justification
Why?
Theory &
Practice
Being ‘critical’ at university
• Same thinking process
• Learn not to take academic texts at face value
• Read more than one source to gain a rounded critical perspective
• Remember that the author is ‘selling’ you their argument
Step 2
What is the main point of the text?Step 1
Is the proof valid?
Step 3
Step 4
Step 5 Does it add up?
Where’s the proof?
Adapted from Cottrell (2003)
Five Steps to Critical Analysis
Who is making the claim?
Critical Thinking
Exercise
How critical a reader and self critical a writer are you already?
Please complete short ‘tick box’ exercise in hand out.
How can you improve on your weak areas?(Wallace and Wray, 2006)
Descriptive Critical
States what happened Identifies the significance
States what something is like Evaluates strengths and weaknesses
Lists details Evaluates the relative significance of details
Explains what a theory says Shows why something is relevant or suitable
States links between items Shows the relevance of links between pieces of information
Gives information Draws a conclusion
(Cottrell, 2003:232)
FundamentalWhat do I think I know about X?
Connecting How does X relate to Y or Z?
HypothesisIf X relates to Y or/and Z then A.
CriticalIn evaluating X, Y, Z and A what is my
argument?
Adapted from Jones (2009: 8)
FundamentalWhat difficulties do pupils with English as an additional language (EAL) face in a classroom setting?
Connecting What methods are used to reduce these difficulties?
HypothesisWhat are the implications of using these methods in a classroom setting?
CriticalEvaluate the methods used to reduce the difficulties that pupils with EAL face in the classroom setting.
Adapted from Jones (2009: 8)
Critical reading – assess the extent to which adequate justification has been provided for the claims made. This depends on the author’s argument and on your own knowledge, experience & understanding
Critical writing – convince your tutor of your argument by adequate reasons and evidence.
Remember
You will not be able to include EVERYTHING in your assignment
Choose which points you think are important
Focus on QUALITY and not quantity
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Answering the questionAvoid deviating – answer must relate to the
questionAnswer all parts of the question – divide the
word count between the sections
Assignment question
Break it down - look for key words
1. Academic key words:http://www.uefap.com/writing/writfram.htm
2. Identify the topic/s and the focus
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Reading around the subject area
Develop your arguments Need evidence to back up your points.
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Your argument should follow a logical order
What information should you keep in and what should you to leave out
General structure
Introduction10%
Main body75-80%
Conclusion10-15%
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
General background information on the assignment
Contents of your essay?
What are the main points?What order have they been addressed?
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Develop your argument and put forward your line of reasoning.
Structure your argument!
Each paragraph should cover one theme
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Draw together the main points
Do NOT introduce new material
1. Assignment question
2. Reading/research
3. Planning
5. Proof reading
Introduction10% of the total word count
Main body75-80% of the total word count
Conclusion10-15% of the total word count
4.
Top tips
Make sure you leave enough time to complete your assignment
Don’t leave your reference list until the end – do it as you do your research/ writing
Help with referencing and plagiarism:http://www.youtube.com/user/mmudegreeskills
ANY QUESTIONS?
References
Cottrell, S. (2003) The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan
Jones, S. (2009) Critical learning for social work student. Exeter: Learning Matters
Warren, M. and Wray, A. (2006) Critical reading and writing for postgraduates. London: SAGE Publications Ltd.