Critical thinking, analysis and argument

How to use the skills of critical thinking and critical analysis to present a sound

argument

Developed by Dr Kay Caldwell and Venetia Brown, Middlesex University

Aims of learning

To improve skills of critical analysis and use this to develop an effective argument

Objectives of learning

• Identify the current level of skill and development needs

• Understand the concept of critical thinking• Use the skills of critical thinking• Use a relevant framework for critical analysis• Use a range of strategies and techniques to

improve the development of an argument• Understand the need for robust argument in a

range of academic and business contexts

Content summary

CriticalityCriticality

Critical analysis and

argument

ArgumentArgument

ContextContext

Critical thinkingCritical

thinking

ProcessProcessCritical analysisCritical analysis Skills Skills

Written argumentWritten

argument

Activity 1

The aim of this activity is to provide practice in identifying arguments and the purpose of those arguments – a key skill for critical thinking. Examples of argument that is being used for different purposes are given, and the student asked to identify in one sentence what the main argument is and what the purpose is.

Activity 2

Domains are identified and structured questions are posed for each:

• Clinical decision making• Professional and personal development• Graduate and postgraduate level academic work• Managing and leading others• Making sense of complexity• Learning through reflection

Activity 3

The aim of this activity is for the student to clarify their understanding of key concepts related to critical thinking and argument, and practice identifying these within textual material.

Activity 4 (Formative assessment)

Students are introduced to Cottrell’s framework for critical reading, writing and listening, and given an activity for each, to undertake and write up as a formative assessment.

Activity 5

Students are given a research framework to use to critique a research report of their choice and asked to write a reflective report in their portfolio on the activity.

Activity 6 (summative assessment)

• Part 1 – 1,000 word critical reflection of learning (linked to week 1 Learning Needs Analysis)

• Part 2 – Identify an improvement to be made (and the resources required) in the workplace, and present a 1,500 word case for implementation to the line manager OR: Present a 1,500 word case for changing clinical practice, based on evidence and argument, to colleagues

Critical listening guidelines

• Check for consistency in what the speaker is saying – do they appear to contradict themselves; and if so what is going on beneath that contradiction?

• Check that body language, eye contact, and speed and tone of voice are consistent (congruent) with what is being said – does the speaker look and sound as though they believe what they are saying?

Experiential learning!

Challenges for us!

• We had no input to recruitment and selection• Student group were diverse in terms of the

context of both their area of work and previous experience of studying

This required a generic approach to developing the material and diagnostic Learning Needs Analysis to be undertaken

Challenges for the students!

• Tension between study and work• For most, this was a new type of learning

activity – many found it hard to move from practical skills development to academic skill development

• Varying levels of ability in relation to independent learning

Challenges for us all!

Expectations of the employer – what if they fail?

• For us - balancing the employer’s perception of ‘value for money’ with academic integrity

• For the students – the impact on their career development

What have we learnt?

• Critical reading, writing and listening are professional skills that need to be learnt and practised in an authentic setting

• Students struggle with identifying the audience for their written work

• It is the application, rather than the acquisition, of academic skills that enhance employability

What can we do with what we have learnt?

• There is an alternative to the traditional dissertation or work-based learning project

• Students on professional programmes could benefit from the opportunity to engage in service improvements to demonstrate graduate skills.