Critical thinking

1. Critical thinking/Reading & Writing UELT Applied Professional Practice Reshmi Dutta-Flanders

2. 2 Aim of the workshop To introduce you to critical thinking The objectives Will be able to: To evaluate critically arguments, assumptions, concepts and data to critically evaluate the value, validity and the relevance of literature related to your own work based practice, To draw conclusions/make judgements

3. 3 What is critical thinking? Is a complex process which involves wide range of skills & attitudes � Identifying other people's position, arguments, conclusions Evaluating the evidence Weighing up arguments and evidence To read between the lines Recognising techniques used to make certain false logic and persuasive devices Reflecting on issues Drawing conclusions Presenting a point of view S Cottrell, 2005: Critical Thinking Skills: P. 2

4. 4 Identifying arguments The focus of critical thinking is often referred to as the �argument�. (Cottrell, 2005: P.2) The word argument is used in 2 ways: What are they? Contributing arguments The overall argument Can you spot the above arguments on your next slide

5. 5 ActivityOverall vs Contributing argument Longer prison sentences should be introduced Increasing prison sentences is not the way to stop crime Crime was high even when punishments were more weighty. Prison teaches people how to be more skilled as criminals. Criminals who are imprisoned are more likely to take part in increasingly serious crime when released. Most crime is committed by people who are illiterate and lack work-related skills. education rather than punishment is needed. Heavy punishments deter criminals. Current penalties for crime are too lenient and don�t deter criminals. Since prison sentences were reduced crime has increased. Victims need to see that perpetrators of crime are punished.

6. 6 Argument & non-argument argument and disagreement non arguments � summaries, explanations and descriptions

7. 7 Argument & non-arguments Conclusion Line of reasoning Author�s opposing argument Other types of message: Introduction Description Explanation Summary Background information and other extraneous information

8. 8 Words & phrases used to structure the line of reasoning Function Words used Introducing reasoning, opening phrases: First of all, at the outset, initially Developing line of reasoning Reinforce with similar reasons Similarly, likewise, in the same line, besides Reinforce with different reasons In addition, besides, either, neither Stronger reinforcement Furthermore, moreover, Intro alternative argument Others argue that, alternatively Rebutting alternative arguments However, nonetheless, on the other hand Contrasting Conversely, by contrast, although Concluding Expressing results/consequences Therefore, this suggests, consequently Conclusions In conclusion, therefore, thus Cottrell, Critical Thinking Skills 2008: 178 See also slide 19

9. 9 ActivityReasons and Conclusions at sentence level Identify main argument/ opposing argument Identify reasons Identify conclusions using Text: �Is there anyone out there?� Cottrell, 2005: 59

10. 10 What is a conclusion? Located generally at the end of a written passage/text Conclusion is a deduction Is an interpretative summary Makes challenges and recommendations Use signal words like nonetheless, therefore, as a consequence, such as, finally, or phrases that imply therefore Intermediate conclusions author may draw an intermediate conclusion on the basis of each set of reasons, i.e. they can be used either to introduce a new set of reasons or to summarise reasons already introduced Summative & logical conclusions Draw together previous information into shorter overall summary Is a deduction based on reasons, will include judgements drawn from an analysis of the reasons given

11. 11 Activity Is the author�s position clear? What makes the author�s position clear or unclear? This report researched whether a new sports centre should be constructed in region X. Market research suggests that there is little popular demand for another sports centre in the area. However, very few people in the region use sports facility to improve their health. The government is trying to encourage more personal responsibility for health and fitness. A sports centre would be useful in promoting this objective. People in the area are not aware of health issues and are not interested in sport. There may be government subsidies available. Cottrell, 2005: 64 Is the passage logically consistent? What would be a more logical conclusion? Although subjects such as sports, media and popular culture involve theoretical understanding of the application of scientific principles, these subjects often have lower status at universities and with the public than subjects such as history and the classics, which are less intellectually demanding. This partly because the former subjects attract more students from working class backgrounds. Students who take these subjects go on to earn less than those who take more traditional subjects. This perpetuates working-class people in lower-income jobs. Therefore, working-class students should be encouraged to take traditional subjects, such as history. Cottrell, 2005: 68 Answers: p. 79 p. 80Answers: p. 79 p. 80

12. 12 Preparing for critical reading(to summarise) For reference books p. 148 Scan beginnings and end Find the argument For journal articles p. 23-27 Focusing attention: automatic thinking and frames of reference identifying difference and similarities recognising sequence categorising S. Cottrell: 2005, Critical thinking skills &

13. 13 Activity On reading the introduction and conclusion of three books or articles in your subject can you compare � How well does the introduction present the author�s position: is it clear what the author is trying to persuade you to accept? How well does the conclusion make it clear what the author�s position is?

14. 14 Critical writing A well presented argument is achieved by � Clarity, consistency and structure The above by internal consistency logical consistency independent reasons and joined reasons intermediate conclusions summative and logical conclusions logical order Cottrell, 2005: p. 64-77

15. 15 Critical analytical writing vs descriptive writing Is needed to give essential background information to make sense/setting the scene Must be kept to bare minimum Analyses and evaluates point of view, author�s stand point Argues a case Makes reasoned judgment/gives reasons for selecting a point Compares & contrasts Structures information in the order of importance Draws conclusion Cottrell, 2008: 286 Critical analytical or descriptive ?

16. 16 Functions fulfilled:Descriptive vs Critical writing States Gives/says Explains Lists Evaluates Weighs Reasoned account Argues Identifies Indicates Shows relevance Draws conclusion

17. 17 Avoid tentative conclusion(in your writing)

18. 18 To summarise: Critical, analytical writing The characteristics: A sense of audience keep the future reader/audience in mind Clarity writing is clear, aim is to convince the reader Analysis weighs up relative strengths and weaknesses of evidence Selection too much detail can obscure main argument and lose the interest Sequence well planned, most important points stand out clearly, each point connected to preceding point and links to main argument Best order logical order which best supports the your own argument first and aligns the reader to your position Group similar points group points that support one aspect Signposting lead readers effortlessly through the argument

19. 19 Critical, analytical writing contd. Setting the scene for the audience: what background information audience needs or expects Literature search: to introduce sources at relevant point in your argument Introducing the line of reasoning: words like first of all, first and foremost, at the outset, initially, I will start by �. Signposting points of view/arguments by words like: adding different reasons: in addition, besides strengthening the argument: furthermore, moreover alternative argument: alternatively, others argue that, it might be argued that�. Contrasting and contradicting: conversely, by contrast, on the other hand, in fact disprove or indicate weakness: however, on the other hand, nonetheless, notwithstanding this results and consequences: as a result, hence, thus, consequently, because of this