STUDY SKILLS - CRITICAL THINKING FOR ACADEMIC RESEARCH AND WRITING
This information is taken from:
McWillan and Weyers (2013): 1: Key concepts and processes and 2: Critical thinking.
Godfrey, J. (2011): Essential element 1: Write critically.
The use of the word 'criticism' in academic contexts is different from that in normal conversational English. ... it is commonplace for the verb 'to criticise' to carry negative connotations, as in finding fault. It is important to realise that in the academic sphere, this is not the case. Here, 'criticism' means seeing (and explaining) both the positive and negative aspects of an issue. The aim is to arrive at (and discuss) a balanced view of a topic rather than create a one-sided treatment of the topic. (McMillan and Weyers, 2013, p.4).
McWillan and Weyers (2013): 1: Key concepts and processes and 2: Critical thinking.
Godfrey, J. (2011): Essential element 1: Write critically.
The use of the word 'criticism' in academic contexts is different from that in normal conversational English. ... it is commonplace for the verb 'to criticise' to carry negative connotations, as in finding fault. It is important to realise that in the academic sphere, this is not the case. Here, 'criticism' means seeing (and explaining) both the positive and negative aspects of an issue. The aim is to arrive at (and discuss) a balanced view of a topic rather than create a one-sided treatment of the topic. (McMillan and Weyers, 2013, p.4).
1. WHAT IS CRITICAL THINKING?
In a university context the term is generally used to describe the ability to analyse a problem and present a solution to it. The word 'critical' implies that your intelligence is applied to a specific issue or problem and that a weighing up of options is an integral part of the process.
Critical thinking is ...
2. HOW TO APPROACH A CRITICAL THINKING TASK
What is the question or issue?
make sure you have identified this properly ... be very precise with your wording. ...
(You will only reach this stage after preliminary reading around your research subject , however the sooner that you can identify a specific title for your research the easier it will become).
3 stages of brainstorming to generate ideas:
Research information.
You need to gather relevant information and ideas to support your viewpoint or position, provide examples, or suggest a range of interpretations or approaches. ...
Check relevance of research for initial question or issue.
You may need to re-analyse the question. You will then need to marshal the evidence you have collected, for example: for or against a proposition, supporting or opposing an argument ...
Decide what you think.
Having considered relevant information and positions, you should arrive at a personal viewpoint and then construct your discussion or conclusion around this. ...
3. AIM FOR A BALANCED UNBIASED ANALYSIS
due consideration must be given to all sides of a topic, before arriving at a personal viewpoint based on your interpretation of the evidence. ...
Beware of personal bias due to:
4. ALSO AVOID
5. TIPS FOR HELPING CRITICAL THINKING
Write down your thoughts. The act of writing your thoughts is important as this forces you to clarify them. Also, since ideas are often fleeting, it makes sense to ensure you have a permanent record. ... THIS IS WHAT THE REFLECTIVE JOURNAL IS GOOD FOR.
Keep asking yourself questions ... all critical writing is the result of asking questions. (McMillan and Weyers, 2013, pp.22-29).
6. REMEMBER!
In the academic world all knowledge is open to question and debate.
Thinking and writing with a good critical eye is not a natural process and is hard work - if your brain hurts a bit you're doing it right.
The difference between an average assignment and an excellent one is the quality of the critical evaluation it contains and the clarity of the links made between the evidence and the student's own ideas. (Godfrey, 2011, p.26)
In a university context the term is generally used to describe the ability to analyse a problem and present a solution to it. The word 'critical' implies that your intelligence is applied to a specific issue or problem and that a weighing up of options is an integral part of the process.
Critical thinking is ...
- Incisive, seeing through complexity and obscurity
- Logical, deploying evidence towards a clear position
- Deep, involving higher level skills of analysis, synthesis and judgement (McWillan and Weyers, 2013, p.4). SEE COURSE INFORMATION - BLOOM'S TAXONOMY OF KNOWLEDGE.
2. HOW TO APPROACH A CRITICAL THINKING TASK
What is the question or issue?
make sure you have identified this properly ... be very precise with your wording. ...
(You will only reach this stage after preliminary reading around your research subject , however the sooner that you can identify a specific title for your research the easier it will become).
3 stages of brainstorming to generate ideas:
- Open thinking. Consider the issue or question from all possible angles or positions and write down everything you come up with. Don't worry at this stage about the relevance or importance of your ideas.
- Organisation. Next, you should try to arrange your ideas into categories or subheadings, or group them as supporting or opposing a viewpoint.
- Analysis. Now you need to decide about the relevance of the grouped points to the original problem. Reject trivial or irrelevant ideas and rank or prioritise those that seem relevant. ...
Research information.
You need to gather relevant information and ideas to support your viewpoint or position, provide examples, or suggest a range of interpretations or approaches. ...
Check relevance of research for initial question or issue.
You may need to re-analyse the question. You will then need to marshal the evidence you have collected, for example: for or against a proposition, supporting or opposing an argument ...
Decide what you think.
Having considered relevant information and positions, you should arrive at a personal viewpoint and then construct your discussion or conclusion around this. ...
3. AIM FOR A BALANCED UNBIASED ANALYSIS
due consideration must be given to all sides of a topic, before arriving at a personal viewpoint based on your interpretation of the evidence. ...
Beware of personal bias due to:
- past experiences
- culture or ethnicity
- gender
- politics
- limited research sources
- having a vested interest in a particular outcome
4. ALSO AVOID
- Rushing to conclusions ... basing a view on very little reading ...
- Generalising ... drawing a conclusion from one (or few) cases ...
- Oversimplifying ... arriving at a conclusion that does not take account of potential complexities or other possible answers.
- Personalsing ... drawing conclusions based on your own experience ...
- Thinking in terms of stereotypes ... thinking in terms of 'standardised' ideas, especially about groups of people ... may come about due to one's upbringing. gender, ethnicity ... involves basing an opinion on appearances, rather than the underlying facts.
- Believing propaganda ... this is false or incomplete information that supports a particular moral or political stance.
- Being descriptive rather than analytical ... Overly descriptive work, a common student error, relies too much on quotes, facts or statements. Being analytical, in contrast, involves explaining the importance and context of information and showing an understanding of what it means or implies.
5. TIPS FOR HELPING CRITICAL THINKING
Write down your thoughts. The act of writing your thoughts is important as this forces you to clarify them. Also, since ideas are often fleeting, it makes sense to ensure you have a permanent record. ... THIS IS WHAT THE REFLECTIVE JOURNAL IS GOOD FOR.
Keep asking yourself questions ... all critical writing is the result of asking questions. (McMillan and Weyers, 2013, pp.22-29).
6. REMEMBER!
In the academic world all knowledge is open to question and debate.
Thinking and writing with a good critical eye is not a natural process and is hard work - if your brain hurts a bit you're doing it right.
The difference between an average assignment and an excellent one is the quality of the critical evaluation it contains and the clarity of the links made between the evidence and the student's own ideas. (Godfrey, 2011, p.26)
REFERENCE
Godfrey, J. (2011) Writing for university. Basingstoke: Palgrave Macmillan.
McMillan, K. and Weyers, J. (2013) How to improve your critical thinking and reflective skills. Harlow: Pearson.
Godfrey, J. (2011) Writing for university. Basingstoke: Palgrave Macmillan.
McMillan, K. and Weyers, J. (2013) How to improve your critical thinking and reflective skills. Harlow: Pearson.
