Critical and analytical skills for academic assignments

Julian Robinson
Study Skills workshop
Study Skills, Careers & Employability Student Life Advice & Opportunity

Different perspectives on learning

Student: I want you, the expert, to give me the answers to the questions I want to know the right answer. Lecturers: I want you to become critical thinkers, which means I want you to challenge experts answers and pursue your own analysis.

Critical thinking in everyday life

Why should I analyse?

Critical thinking is a key part of university study using it will lead to higher marks! Many first year students, in particular, receive comments such as not analytical enough or too descriptive on their early assignments. At university you expected to be critical of your sources, using evidence that has been well researched rather than just your own opinion.

Look whats in your grade descriptors!

The University of Salford uses the following marking range for individual pieces of assessed work:
Level of performance Outstanding Excellent Percentage mark 90-100 80-89

Very Good
Good Fair Adequate

70-79
60-69 50-59 40-49

Unsatisfactory
Poor Very poor Extremely poor

30-39
20-29 10-19 1-09

No attempt

Grade Descriptor 40-49

Adequate answer in all or most areas, tending to be descriptive with uncritical coverage of debates and issues

Grade descriptors 60-69 and 70-79

Clear, in depth critical analysis, evaluation and academic argument with synthesis of different ideas and perspectives. Aware of the influence of varied perspectives and time frames. . Excellent critical analysis and synthesis. Arguments handled skilfully with imaginative interpretation of material.

Being critical at university

The word critical has several meanings in everyday life, most commonly: finding fault a negative comment, e.g. not good enough / sloppily done / could do better/ why didnt you? key, decisive, crucial as in a critical moment, critically ill, a critical incident, a critical decision.

How do you analyse?

The word critical can sound unpleasant, and theres a danger that it can be misinterpreted as having to be negative or unkind. Critical analysis can be perceived as difficult, and anxiety about this can freeze students from tackling the critical elements in their assignments.

10

How do you get higher marks?

Description? Or Analysis?

11

Critical vs. Descriptive

12

This means the following statements are features of descriptive writing:

Gives information States what happened States what something is like Gives the story so far States the order in which things happened Says how to do something Explains what a theory says Explains how something works Notes the methods used Says when something occurred States the different components States options Gives the reasons for selecting each option Lists details Lists in any order States links between items
13

While the following are features of critical analytic writing:

Identifies the significance of something Evaluates strengths and weaknesses Weighs one piece of information against another Makes reasoned judgments Argues a case according to the evidence Shows why something is relevant or suitable Indicates why something will work best Identifies whether something is appropriate or suitable Weighs up the importance of the component parts Evaluates the relative significance of details Structures information in order of importance Shows the relevance of links between pieces of information Identifies why the timing is of importance Draws conclusions
14

The merits of description

There are a number of important things that description can achieve in academic writing. For example: the setting of the research a general description of a study the list of measurements taken a definition of a theory or idea the timing of the research an account of the biographical details of a key figure in the discipline a brief summary of the history leading up to an event or decision
15

However!
A certain amount of descriptive writing is essential, often in the earlier parts of an assignment. Beyond that, however, there is a danger that too much descriptive writing will eat up valuable words from your word count, and reduce the space you have for the critical discussion that will get you higher marks.

16

Critical Reading
An essential part of reading for academic purposes is responding to what you read don't just 'take it as read'. You need to judge the validity of the information or views presented. Arguments may be based on inaccurate, unreliable or obsolete evidence, and may ignore any evidence with an alternative view.
17

Authors use strategies, such as Quote or mention other academic authors Cite studies or research findings Quote statistics or provide graphs Use photographs or drawings Use historical facts Use emotive words

It is your task, as the reader, to evaluate the authors argument and uncover the strengths and weaknesses in their writing.
18

What is critical reading?

The most characteristic features of critical reading are that you will: 1. Examine the evidence or arguments presented 2. Check out any influences on the evidence or arguments 3. Check out the limitations of study design or focus 4. Examine the interpretations made 5. Decide to what extent you are prepared to accept the authors arguments, opinions, or conclusions

19

Evaluating 3 statements

20

Paragraph a.
1. It uses first person and is highly personalised.

2. Contains a generalisation. The observation, based on meetings with various accountants, does not necessarily indicate that the same low stress level applies to most accountants.
3. There is no evidence provided that working with numbers is soothing. In fact there is no supporting material or references at all! 4. The comparison with teachers does not clarify the idea that accountants are rarely stressed. It is also an irrelevant comparison and most likely based on personal experience. 21

Paragraph b.
1. Is attempting to take a formal style, avoiding the use of the first person singular pronoun I. 2. Is better, in that an attempt is made to provide some evidence. 3. It considers sides of a potential debate raised by someones investigation, but is largely descriptive.

4. But look at the evidence! Watching one representative from 10 different occupations for one day and then giving them a short interview is not substantial enough to make broad conclusions.
22

Paragraph c.
1. It assumes an argument: it tries to argue that the research showed that one of the reasons was because of the solitary nature of the tasks. 2. It cites sources which the writer has consulted in order to find an argument to pursue and then references these sources as potential evidence. 3. If you didn't spot the date don't worry! The date 1965 of course is totally out of date for a reference in this instance. However, note that such a date for a reference could be appropriate in a history or philosophy topic, or when making comparisons over time. 23

Phrasebank
However Therefore Furthermore

http://www.phrasebank.manchester.ac.uk/index.htm

Evidence
Technical and scientific evidence may include: measurements, timing, equipment, control of extraneous factors, and careful following of standard procedures.

At the other end of the spectrum is research where there is scope for personal interpretation, for example: analysis of individuals experiences of healthcare; the translation of a text from a foreign language; the identification and analysis of themes in a novel. In these cases the evidence may include quotes from interviews, extracts of text

25

Evidence
For every statement or argument you make, check that you have: 1. an example of evidence, i.e., a reference to your reading. 2. some analysis, interpretation or criticism. Consider what YOU think of the statement or argument. Do you agree or disagree? What makes you agree or disagree something youve read? Something from your own experience? A counterargument?

26

Strategies for critical reading

1. What is the main theme (thesis or argument) in the material? 2. What main points are used to justify or support this theme? 3. What explanation or evidence is used to support the main points? 4. Does the evidence seem well researched and accurate? Which aspects of the topic has the author chosen to concentrate on or omit? 5. Is there any evidence of deliberate bias, such as interpretation of material, choice of sources or factual information? 6. How do the contents relate to what you know about the topic? 7. In what style has the material been written? For example, is it formal or informal, simple or complex?
27

Critical writing
The focus of critical writing is to present a case by providing reasons, relevant evidence, evaluating alternative arguments, weighing up conflicting evidence, forming judgements on the evidence.

The main point to make is that critical is not simply defined in the slightly negative way we view the word criticism. It means questioning and evaluating.
Description and background keep to a minimum
28

Assumptions
An assumption refers to anything that is taken for granted in the presentation of an argument. An assumption is when the author invites the audience to accept something as true rather than proving it.

Academic writing requires proof of your argument gained from your research in a nutshell: you show this by referencing!
29

How many assumptions can you find in the following paragraph?

Holidays are a time for relaxation and enjoyment. This year, thousands of people will have their holidays ruined by oil slicks along our beaches.

30

Hedging
creates distance between the writer and the opinion,
showing that the writer knows there may be people who have other opinions. Words to use include:

may, could, can, seem, appear probably, possibly, clearly, undoubtedly, likely, probable, likelihood, possibility, probability quite, sometimes

It is likely/probable/possible that we will all become literate in new ways with advances in technology.
31

Finding your academic voice

When you engage in critical writing you are developing your own academic voice within your subject. Wellington et al. (2005, p.84) offer some suggestions for distinguishing between the academic and the non-academic voice.

Wellington, J., Bathmaker, A., Hunt, C., McCulloch, G. and Sikes, P. (2005). Succeeding with your doctorate. London: Sage.
32

They suggest that the academic voice will involve:

healthy scepticism but not cynicism confidence but not cockiness or arrogance judgement which is critical but not dismissive opinions without being opinionated careful evaluation of published work not serial shooting at random targets 6. being fair: assessing fairly the strengths and weaknesses of other peoples ideas and writing without prejudice 7. making judgements on the basis of considerable thought and all the available evidence as opposed to assertions without reason. 1. 2. 3. 4. 5.
33

Stringing together of quotes

It can be tempting to string together quotes to support an argument, feeling that the more quotes you include, the stronger your argument. It is important, however, to remember that you also need to interpret the quotes to the reader, and to explain their relevance, discuss their validity, and show how they relate to other evidence.
34

Being critical in your assignments

35

 studyskills@salford.ac.uk 0161 295 3150 Help includes: Workshops Drop-ins 1-2-1 provision for students Study Basics guides

Study Skills
36

Did you know, that by attending this workshop, you have already completed part of the Salford Student Life Award?
To count this session, get it signed off on your SSLA card (collected from the front desk) - DONT LOOSE IT! THEN, sign up for the SSLA in an Information Session any time in THIS Semester. To find out more about the award, and book an Information Session, go to: www.studentlifeaward.co.uk