Critical thinking in reading and writing. Learning Skills Group

Transcription

1 Critical thinking in reading and writing Learning Skills Group

2 Overview of this workshop 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 2

3 1] Moving beyond description to critical analysis Typical comments on student writing given by lecturers or tutors: Tend to be too descriptive. More in-depth analysis needed. 3

4 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 4

5 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) 5

6 Task 1: Read texts A and B. Identify whether they are examples of descriptive or analytical writing. Explain reasons for your choice. (Cottrell, 2008) 6

7 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. 7

8 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. 8

9 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: Videos: Video 1: Video 2: 9

10 Critical Thinking Synthesis Evalua(ng Analysing Applying Understanding Remembering Highly- prized skill (beber marks) (lower marks) CoMrell, S. (2003) The study skills handbook (2nd ed), Houndsgrave (Hampshire, UK): Palgrave MacMillan. Pp

11 Low order learning High order learning Learners are trained, not educated examine assump0ons and gather evidence Gain limle knowledge or insight Limited adaptability and capability to learn Passive students Examples: didac0c lectures, rote learning, mindless drills analyse concepts, theories or explana0ons from their own points of view ac0vely ques0on the meaning and the implica0ons of what they learn Less dependent on teachers and textbooks, discuss their thinking with other students or teachers, evaluate, challenge and even change ideas and prac0ces Examples: tasks that develop analysing, reasoning and evalua0ng skills 11

12 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. 12

13 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 13

14 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? 14

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18 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? 18

19 The Conversation 19

20 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) 20

21 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) 21

22 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... 22

23 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) 23

24 5] Writing book reviews & annotated bibliographies Book reviews common form of assessment given to postgraduate students focus on reviewing one academic book 24

25 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 25

26 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) 26

27 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 ) 27

28 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 Recommenda0ons There is an impressive analysis of management strategies in the opening chapter and Hall s final chapter. This is an essen0al reference for anyone engaged in 28

29 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 29

30 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 30

31 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 for guided questions) 31

32 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. 32

33 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 33

34 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 34

35 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

36 References Annotated bibliography. (n.d.). Retrieved March 22, 2013, from Cottrell, S. (2008). The study skills handbook (3 rd 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 (3 rd ed.). Michigan: University of Michigan Press. 36