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Critical Analysis

Critical Analysis. Conventions of academic writing. Critical analysis. What is critical thinking? The process of critical analysis Demonstrating critical analysis in written coursework. Critical thinkers…. Regularly question/assess own views Respectfully criticise other points of view

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Critical Analysis

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  1. CriticalAnalysis Conventions of academic writing 0141 273 1372 ELS@gcal.ac.uk

  2. Critical analysis • What is critical thinking? • The process of critical analysis • Demonstrating critical analysis in written coursework 0141 273 1372 ELS@gcal.ac.uk

  3. Critical thinkers… • Regularly question/assess own views • Respectfully criticise other points of view • Interrogate text, points of view, ideas, theories • Maintain balanced stance, open mind • Suspend judgement without sufficient evidence • Organise thoughts/ideas logically • Support views with evidence • Look for and maintain accuracy and detail 0141 273 1372 ELS@gcal.ac.uk

  4. Developing critical analysis Process of • Breaking topic down into key parts • Asking critical questions of topic • Gathering evidence to answer questions • Using evidence to construct analysis • Forming reliable conclusions 0141 273 1372 ELS@gcal.ac.uk

  5. Opinion can be Expressed in personal, emotive way Strongly held belief Biased Unsupported Intuitive ‘Academic’ opinion is Detached – based on evidence Balanced and reasoned Supported with evidence Conclusions based on reasoned approach Critical analysis = opinion? 0141 273 1372 ELS@gcal.ac.uk

  6. Critical analysis in writing Constructed with evidence from range of academic (credible) sources • Core text books • Research papers and reports in academic journals • Government statements on professional standards • Policy papers all related to work place 0141 273 1372 ELS@gcal.ac.uk

  7. Building critical analysis of key issues, perspectives, debates Ask critical questions: build analysis from these 1. Describe/state key issue/problem or perspective on topic 2. Develop analysis - use evidence from a range of secondary sources 3. Use sources to • Provide example of issue/perspective • Provide more detail and explanation • Reinforce, extend analysis –show similar points of view • Maintain balanced critique –show contrary points of view 4. Provide comment on significance of issue, perspectives, debate 0141 273 1372 ELS@gcal.ac.uk

  8. Building critical analysis of theory/model underpinning topic Outline what theory proposes – key principles May explain origins, how it has developed over time. Critically analyse/evaluate theory/model - ask • What does the theory/model contribute to my understanding of the topic I am exploring? How do I know this? • How would my understanding of this topic suffer without these ideas? • What other theory/model may be important in understanding this topic? Is this theory more, less or equally important in improving understanding? • What are key criticisms of theory – advantages/limitations? • What are the implications of theory for practice? Can it be applied usefully to practice? Does it have limitations for practical application? 0141 273 1372 ELS@gcal.ac.uk

  9. Essay writing process Take essay questions apart to • Identify how to write answer • Identify focus of answer • Prompt questions of topic • Identify key supporting ideas • Guide further reading – gather evidence • Construct a plan for answer 0141 273 1372 ELS@gcal.ac.uk

  10. Essay Format Decode and clarify the question 1. Consider task words 2. Identify content words 3. Note terms 4. Specify main topic, particular areas 5. Select material – library notes 6. Work out simple outline- Introduction/ main body/ conclusion 7. Write key conclusions – optional 8. Apportion word count Refer to http://www.gcal.ac.uk/els/vidcasts/index.html 0141 273 1372 ELS@gcal.ac.uk

  11. Your plan Introduction ( 10%) – Main Body ( 80%) – 1. 2. 3. 4. Conclusion ( 10%) – 0141 273 1372 ELS@gcal.ac.uk

  12. Main body – developing ideas Main idea Supported and developed by 1. Defining/explaining more fully bring in evidence 2. Direct quote – but limit number 3. Give example 4. Use other research to reinforce 5. Making critical comment 6. Refer to research which supports main point 7. Connect to next paragraph 0141 273 1372 ELS@gcal.ac.uk

  13. Report writing uses: Headings Sub- headings e.g. 1.1 Leisure and Recreation Should be written objectively Should be written in prose Should refer to the Title should follow a logical order Referto: http://www.gcal.ac.uk/student/coursework/reports/index.html 0141 273 1372 ELS@gcal.ac.uk

  14. Common problems • Incorrect referencing in text and in references at the end of assignment • Lack of analysis • Little comparison • Too many quotations • Paragraphs too short/ too long • Sentences too short/ too long • Poor use of academic citations • Does not relate to practice 0141 273 1372 ELS@gcal.ac.uk

  15. Plagiarism • Submission or presentation of work, in any form, which is not your own, without acknowledgement of the sources. Special cases of plagiarism can also arise from one student copying another student's work or from inappropriate collaboration. • Adding in material without formal and proper acknowledgement (even with no deliberate intent to cheat) can constitute plagiarism. Work may be considered to be plagiarised if it consists of: a direct quotation unacknowledged a close paraphrase unacknowledged an unacknowledged summary of a source; direct copying or transcription.

  16. Text/body of essay Llewellyn (2002) argues… Llewellyn ( 2002, p172) pointed out that ‘ …macro instability has been a common feature…’ Figg et al., ( 2006) observes… Alexander et al., (2003) highlights the significance of operational risk for banks. Reference list & Bibliography quote more than 2 authors paraphrasing by more than 2 authors Harvard referencing: showing sources you have read in…

  17. Introduce sources into text To: Reflect/highlight whether author(s) is agreeing, claiming, maintaining, asserting, etc…? See list of most commonly used verbs on ELS website. http://www.gcal.ac.uk/student/coursework/referencing/index.html X (YEAR) describes; stated; defines; illustrates; reports; indicates Y (YEAR) argues; contends; challenges; criticised; asserts; / concurs; agrees with; supports; reinforces… Z (YEAR) investigated; estimated; evaluated A (YEAR) proposes; suggests; advocates… Introducing source into text: reporting verbs

  18. Avoid plagiarism: paraphrase text • Read text to understand and identify main point it makes • Paraphrase main point by Reducing number of words you use Changing order of sentence(s) Changing vocabulary where necessary Introducing into essay with appropriate reporting verb Citing author year – source must be acknowledged

  19. Example of references Baren-Cohen, S. (2003) The essential difference: men, women and the extreme male brain.London; Allen Lane. Barnes, S. (2001) Questionnaire design and construction. Bristol Institute of Learning and Technology. [online] http://www.cros.ac.uk/question_design.pdf#search=%22belief%20questions%20%20Barnes%202001%22 Accessed on 30 August 2006. Cottrell, S. (2001) Teaching study skills and supporting learning, London; Palgrave. Donovan, P. (2003) Insights into maternal health. In: Grandis, S., Long, G., Glasper E.A., Donovan, P. Foundation studies for nursing using enquiry based learning. Hampshire: Palgrave Macmillan, pp.15-47. Figg, K., McAllister, C., & Shapiro, A. (2006) Effective Learning service - a developmental model in practice. Journal of Access Policy and Practice. Vol. 4, number 1, Winter 2006 pp.39-52. 0141 273 1372 ELS@gcal.ac.uk

  20. References Hinett K; Improving learning through reflection – part one., [on line] http://www.heacademy.ac.uk/assets/York/documents/resources/resourcedatabase/id485_improving_learning_part_one.pdf. Accessed on 8 June 2009 0141 273 1372 ELS@gcal.ac.uk

  21. Useful references • http://www.gcal.ac.uk/els/index.html • http://www.gcal.ac.uk/els/vidcasts/index.html • http://www.gcal.ac.uk/student/coursework/reports/index.html • http://www.gcal.ac.uk/student/coursework/referencing/index.html • http://www.phrasebank.manchester.ac.uk/ 0141 273 1372 ELS@gcal.ac.uk

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