learning skills group - students

Learning Skills Group Critical thinking in reading and writing

Overview of this workshop

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This module will focus on: 1.  Moving beyond description to critical analysis 2.  Developing critical thinking skills 3.  Critical thinking in reading 4. Critical thinking in writing 5. Writing book reviews and annotated bibliographies

COPYRIGHT © LEARNING & TEACHING CENTRE I LEARNING SKILLS GROUP 2015

1] Moving beyond description to critical analysis Typical comments on student writing given by lecturers or tutors:

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More in-depth analysis needed.

Tend to be too descriptive.


Comparing descriptive & critical analytical writing

Descrip(ve wri(ng Cri(cal analy(cal wri(ng

1. States what happened Iden0fies the significance

2. States what something is like Evaluates strengths and weaknesses

3. Explains what a theory says Shows why something is relevant or suitable

4. Explains how something works Indicates why something will work best

5. State different components Weighs the importance of components

6. Note the method used Iden0fy whether method is appropriate and provide reasons

7. State op0ons Give reasons for selec0ng each op0on

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•  Both descriptive and analytical writing have their place -Descriptive writing: give background information -Analytical writing: show critical thinking skills •  Skilled writers: weave small amounts of descriptive writing into critical writing (Cottrell, 2008)

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Task 1: Read texts A and B. Identify whether they are examples of descriptive or analytical writing. Explain reasons for your choice. (Cottrell, 2008)


Text A: Scientists do not agree about the extent to which creativity can be linked to activity in the right hemisphere of the brain. It is known that the biochemistry of the two hemispheres of the brain is different. For example, there is more of the neurotransmitter, norepinephrine, in the right hemisphere than the left (Oke et al., 1978). Norepinephrine is associated with increased alertness to visual stimuli. It has been suggested by Springer and Deutsch (1981) that this may lead to increased right-hemisphere specialization for visual and spatial perception. However, this link is not yet proven. It is not yet clear whether one hemisphere of the brain can be responsible for any creative task. Moreover, although it might seem reasonable to assume that responsiveness to visual stimulus may be an important factor of creativity, this has also not yet been proved.


Text B: In the west, all life forms are divided into one of two categories: plant or animal. Animals move and take in food. Plants are rooted into the earth in some way and lack locomotion. They photosynthesise their food. Zoologist study animals, and botanists study plants. Bacteria were classified as plants because many kinds of bacteria photosynthesis their food. However, they also have locomotion. Recent research has shown that there are many different varieties of bacteria. Some are able to survive at extreme temperatures and in the absence of oxygen. Most plants cannot usually survive in those conditions. Therefore, even though bacteria photosynthesise, they are not now regarded as plants.


2] Developing critical thinking skills What is critical thinking? Critical thinking is a process of analysing, synthesizing and evaluating information independently to guide a person’s actions and beliefs. It encourages and facilitates higher order learning. Useful websites: http://theconversation.com/how-to-teach-all-students-to-think-critically-35331 http://unilearning.uow.edu.au/critical/1a.html Videos: Video 1: http://nirmukta.com/2010/01/03/critical-thinking-a-video-by-qualiasoup-on-youtube/ Video 2: https://www.youtube.com/watch?t=24&v=_L9CYPdqze0


Synthesis

Evalua(ng

Analysing

Applying

Understanding

Remembering

Highly-‐prized skill (beBer marks)

(lower marks)

Critical Thinking

CoMrell, S. (2003) The study skills handbook (2nd ed), Houndsgrave (Hampshire, UK): Palgrave MacMillan. Pp220-‐222


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Low order learning High order learning

Learners are trained, not educated examine assump0ons and gather evidence

Gain liMle knowledge or insight analyse concepts, theories or explana0ons from their own points of view

Limited adaptability and capability to learn

ac0vely ques0on the meaning and the implica0ons of what they learn

Passive students Less dependent on teachers and textbooks, discuss their thinking with other students or teachers, evaluate, challenge and even change ideas and prac0ces

Examples: didac0c lectures, rote learning, mindless drills

Examples: tasks that develop analysing, reasoning and evalua0ng skills


Task 2: Read through the following statements and tick those that you think may come from critical thinkers. 1.  ‘I don’t like it when people just state their opinions but never give any reasons at all.’ 2 ‘Just because information is in a textbook, doesn’t mean it can be trusted.’ 3. ‘My views are shaped by the social and economic groups I belong to.’ 4. ‘I prefer teachers to just give the information and not waste time discuss problems.’ 5. ‘I always think about whether individual views reflect the experience of groups.’ 6. ‘I question the authority of evidence before I accept it.’


3] Critical thinking in reading To be able to read critically, you need to: 1. Distinguish facts from opinions 2. Consider writer’s background,

assumptions and purposes 3. Know your own belief and biases 4. Identify evidence and conclusions 5. Consider various perspectives and interpretations 6. Identify details being emphasised and evidence being included/ excluded


Questions that can guide you to read a journal article critically: 1.  What is the aim of the research? 2.  What research question(s) is/are being addressed in the article? 3.  What is the main argument? Are arguments supported by evidence? 4.  How did the researcher collect evidence? 5.  Is the research method appropriate? Is the research design original? 6.  What kind of evidence does the author offer to support the conclusions? 7. Is the evidence evaluated from different perspectives?


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8. Are the conclusions based on the results? 9. Did the author overlook any evidence? 10. Are there any important assumptions underlying the article? How do these influence the conclusions? 11. Does the study make any contribution to the field? Why/why not? 12. Are there any limitations in this study? 13. Is it an important and influential study? Why/ why not? 14. Is this study relevant and useful for my purpose? If yes, how will I use it? If not, why not?


The Conversation


4] Critical thinking in writing Purposes of critique assignments: •  To assess students’ understanding of readings •  To develop analytical reading skills •  To learn to express evaluative comments which give fair and reasonable judgement (Swales and Feak, 2012, p. 228)


Common types of critical analytical writing in assignments: •  book review •  film review •  annotated reference •  annotated bibliography Structure: •  can be in various structures but a simple one is (summary + evaluation)


Common instruction words for critical reviews appearing in assignment questions include: Critically analyse/ evaluate… Comment on the argument that... Review … Write a critical review of the article Critique ...


General strategies for critical writing: •  Read critically •  Be fair and reasonable. Take into account accepted standards of judgement used in your discipline. •  Use evidence taken from sources which are considered authoritative in the field •  Consider viewpoints from a range of perspectives (e.g. male and female, different socioeconomic and ethnic groups)


5] Writing book reviews & annotated bibliographies

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Book reviews •  common form of assessment given to postgraduate

students •  focus on reviewing one academic book


Generic structure of book review (Motta-Roth, 1998)

Introducing the book •  Establish the topic •  Describe poten0al readership •  Provide informa0on about authors •  Make general statements about the book •  Posi0on the book in the field

Outlining the book •  Highlight the general organisa0on of book •  Describe content of each chapter/unit/sec0on •  Refer to non-‐text materials (figures/tables/

appendices)

Highligh0ng parts of book •  Provide focused evalua0on by making general/ specific commentary

•  Offer posi0ve / nega0ve commentary

Providing final comment and recommenda0ons

•  Comment on price/produc0on standards (op0onal) •  Specify the usefulness / relevancy of book •  Recommend / not recommend the book


Task 3: Read this book review published in the journal called Library and Information Science Research. The book being reviewed is about the value and evaluation of research. Answer the questions in the next slide in your group. (Swales & Feak, 2012, p.233-6)


1.  This review consists of five short paragraphs. Explain the purpose of each paragraph using Motta-Roth’s scheme or your own ideas. 2. Which of the sentences contain positive evaluation and which contain negative evaluation? 3. Do the criticism appear in the beginning, middle, end of the review or throughout the review? (Adapted from Swales & Feak, 2012, p. 233-236)

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Some useful phrases for writing book reviews: Introducing the book ‘This volume is a rich and novel contribu0on to…’

Outlining the book ‘The book begins with an overview of…’ ‘In Chapter 2, the author adopts the framework of…’ ‘Chapters 5 and 6 address/ focus upon …’

Highligh0ng parts ‘There is an impressive analysis of management strategies in the opening chapter and Hall’s final chapter.’

Recommenda0ons ‘This is an essen0al reference for anyone engaged in …’

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Annotated bibliography What is it? A list of sources (a bibliography) with notes (annotation). Each entry is an annotated reference. Purposes: •  demonstrate the quality and coverage of your research •  give a brief account of available sources on a particular topic •  organise sources for further research


Depending on the length of the annotation, each entry mainly contains full citation details, a summary and a short analysis. It may include all or some of the following elements: •  full bibliographic details •  background of author(s) •  scope •  outline of argument •  intended audience •  research methods


•  main results •  conclusions drawn by author •  discussion of reliability, relevance or usefulness of the

text for your research topic •  state the merits and limitations of text (see also slides 17-19 for guided questions)


Task 4: Read the following annotated reference in your handout. Identify the elements found in this sample. The first one has been done for you as an example.


When writing an annotated bibliography, remember: 1. Be concise. 2. In-text citation is usually not necessary because

you are addressing one text. 3. Careful choice of vocabulary


Language focus Positive evaluative language: Adjectives e.g., useful, important, interesting, detailed, up-to-date, comprehensive, insightful, significant Nouns e.g., clarity, accessibility Negative evaluative language: Adjectives: e.g., difficult, inconsistent, restricted, misleading, limited Nouns: e.g., miscalculation Verbs: e.g., overlook, misinterpret, overestimate


Task 5: Read the book review in Task 3 again. Answer the following questions. 1.  Identify the positive and negative language used in this

book review. Circle all the positive words or phrases and underline all the negative ones.

2. Does the author use different parts of speech in her evaluative comments?

3. What tenses are used in this review? 4. The author does not use ‘I’ but focuses on an imagined

reader (see sentence 11) or readership (sentence 14). What is the effect of this focus on readers? Could the

author use ‘I’? Why/why not? 35 COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015

References

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Annotated bibliography. (n.d.). Retrieved March 22, 2013, from http://www.lc.unsw.edu.au/onlib/annotated_bib.html.

Cottrell, S. (2008). The study skills handbook (3rd ed.). New York: Palgrave Macmillan.

Halpern, D. F. (2003). Thought and knowledge: An introduction to critical thinking. Mahwah, NJ: Lawrence Erlbaum Associates.

Swales, J.M., & Feak, C.B. (2012). Academic writing for graduate students: Essential tasks and skills (3rded.). Michigan: University of Michigan Press.


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