Critical thinking in reading and writing

Learning Skills Group

 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

COPYRIGHT © LEARNING & TEACHING CENTRE

2
I LEARNING SKILLS GROUP 2015
 1] Moving beyond description to
critical analysis
Typical comments on student writing given by lecturers
or tutors:
o
Tend to be to
descriptive.  

More in-depth
analysis
needed.  

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 3  
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  
 •  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)

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 5  
 Task 1: Read texts A and B. Identify whether they are
examples of descriptive or analytical writing. Explain reasons
for your choice.
(Cottrell, 2008)

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 6  
 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.

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 7  
 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.

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 8  
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

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 9  
Critical Thinking
Highly-­‐prized  skill  
(beBer  marks)  
Synthesis  

Evalua(ng  

Analysing  

Applying  

Understanding  
(lower  marks)  
Remembering  

CoMrell,  S.  (2003)  The  study  skills  handbook  (2nd  ed),  Houndsgrave  
(Hampshire,  UK):  Palgrave  MacMillan.  Pp220-­‐222  
COPYRIGHT © LEARNING & TEACHING CENTRE
I LEARNING SKILLS GROUP 2015
 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   ac0vely  ques0on  the  meaning  and  the  
learn   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   Examples:  tasks  that  develop  analysing,  
learning,  mindless  drills   reasoning  and  evalua0ng  skills  
 

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 11  
 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.’
COPYRIGHT © LEARNING & TEACHING CENTRE
I LEARNING SKILLS GROUP 2015 12  
 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

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 13  
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?

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 14  
4/08/15 15
4/08/15 16
4/08/15 17
 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?

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 18  
 The Conversation
COPYRIGHT © LEARNING & TEACHING CENTRE
I LEARNING SKILLS GROUP 2015 19  
 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)

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 20  
 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)

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 21  
 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 ...

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 22  
 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)

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 23  
 5] Writing book reviews &
annotated bibliographies
Book reviews

•  common form of assessment given to postgraduate

students
•  focus on reviewing one academic book

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 24  
 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   •  Comment  on  price/produc0on  standards  (op0onal)  
and  recommenda0ons   •  Specify  the  usefulness  /  relevancy  of  book  
•  Recommend  /  not  recommend  the  book  

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 25  
 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)

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 26  
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)

27  
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  
…’  
 

28
 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

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 29  
 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

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 30  
 •  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)

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 31  
 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.

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 32  
 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

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 33  
 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
COPYRIGHT © LEARNING & TEACHING CENTRE
I LEARNING SKILLS GROUP 2015 34  
 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?
COPYRIGHT © LEARNING & TEACHING CENTRE
I LEARNING SKILLS GROUP 2015 35  
 References
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.

COPYRIGHT © LEARNING & TEACHING CENTRE

I LEARNING SKILLS GROUP 2015 36