1. Critical thinking for assignments to get a better grade
Study Skills Workshops 2016
Critical thinking for assignments to get a better grade

2. Session Outline What is critical analysis and why is it important?
What’s the difference between descriptive and critical/analytical writing?
How do you write critically?
Top tips and useful resources

3. Digi Swap https://www.dnamatters.co.uk/resources/
Share an app, software or website that is useful for studying
Digital technology can enhance learning, studying, organisation and communication.
Ask each student to tell the group about their app, software or website and how they use it and why it is helpful.
Create a Digi App list/mindmap on white board to be added to during session.

4. What does the term 'critical analysis' mean?
Being negative and over opinionated
Weighing up the arguments for and against
Trying to find fault
Forming your own judgement
Carefully and objectively considering the evidence
Describing a problem
Showing an element of original thought
TASK: Ask students in small groups to decide whether they agree or disagree with the statements on the slide. Feedback with whole group on each statement
"Writing critically means making the best use of the material you have consulted which involves careful thought, analysis, comparison and decision-making.” (Gillett et al, 2009, p97)
SHOW VIDEO:

5. Critical analysis: why is it important?
Not just regurgitating facts
Advancing boundaries of knowledge
Provides work with academic rigour
Your opportunity to offer your own perspective
The ability to think critically is probably the most transferable of the skills you will develop at university – and your future employers will expect you to be able to use it to tackle professional challenges” (McMillan et al, 2006, p 137). 
Demonstrating critical thinking in your work is what will get you better grades!

6. Developing Critical Thinking
When you read:
What is the main argument?
Where is the evidence?
Is there a hidden agenda?
Are referenced sources reliable?
Is there any bias?
What are the conclusions?
Critical reading into critical thinking
-don't read looking only or primarily for information
-do read looking for ways of thinking about the subject matter
-"How does this text work? How is it argued? How is the evidence (the facts, examples, etc.) used and interpreted? How does the text reach its conclusions?
You can apply these simple questions to anything you read, hear or watch. Try them out next time you are browsing newspapers, watching new documentaries, or reading academic texts.
Reading of academic texts
Who is the author and what is their viewpoint or bias? In what historical context is it written?
Who is the audience and how does that influence the way information is presented?
What is the main message of the text? -central claims or purpose of the text (its thesis)- A critical reading attempts to assess how these central claims are developed or argued.
What evidence has been used to support this main message? Is the evidence statistical? literary? historical? etc. From what sources is the evidence taken? Are these sources primary or secondary?
Is the evidence convincing; are there any counter-arguments? What concepts are defined and used? Does the text appeal to a theory or theories? Is any specific methodology laid out? If there is an appeal to a particular concept, theory, or method, how is that concept, theory, or method then used to organize and interpret the data?
Do I agree with the text and why do I agree or disagree? What are the unargued assumptions? Are they problematic? What might an opposing argument be?

7. What is the difference between descriptive writing and critical/analytical writing?
TASK: Give each small group a set of ‘Critical thinking activity’ words. Ask the groups to organise the question words under the headings ‘description/analysis/evaluation’ and match the ‘action’ boxes to the headings.
Feedback to whole group

8. How to think and write critically...
Critical writing depends on critical reading. The judgments and interpretations you make of the texts you read are the first steps towards formulating your own approach.
In your writing you need to ensure that you are describing, analysing and evaluating – aim to make your description the smallest bit!
TASK: Hand out Successful Academic Writing exercise. Ask students to consider the two questions.

9. Critical Writing Checklist
Have you reproduced your lecturer’s words or examples?
Have you copied information from a textbook?
Have you used too many quotes? (More than three per A4 page, for example)
Have you allowed a quote to make your point?
If yes to any of the above:
Use your own words to paraphrase rather than over quote
Expand on the idea that the quote provides (discuss, link, question, compare, provide examples)
Make sure your own voice can be heard throughout your writing
Gillett, A., Hammond, A. and Martala, M. (2009). Successful Academic Writing. Harlow: Pearson Education, p 99
Hand out Tips for writing a critical essay
Hand out Critical thinking and reflection

10. Some ways to get more critical analysis into your essays
Avoid unnecessary description
Don’t just summarise what you have read
Interpret your evidence – preferably from more that one source
Be specific
Use counter-arguments to your advantage
Check out the University of Reading’s study skills website for top tips on critical analysis:
Avoid unnecessary description – only include general background details and history when they add to your argument, e.g. to show a crucial cause and effect. Practice distinguishing between description (telling what happened) and analysis (judging why something happened).
Interpret your evidence – explain how and why your evidence supports your point. Interpretation is an important part of critical analysis, and you should not just rely on the evidence "speaking for itself".
Be specific - avoid making sweeping generalisations or points that are difficult to support with specific evidence. It is better to be more measured and tie your argument to precise examples or case studies.
Use counter-arguments to your advantage – if you find viewpoints that go against your own argument, don't ignore them. It strengthens an argument to include an opposing viewpoint and explain why it is not as convincing as your own line of reasoning.

11. Digi Swap https://www.dnamatters.co.uk/resources/
Review the Digi App list/mindmap on white board to be added to during session.

12. References ASK website: http://student.brighton.ac.uk/ask/
Learn Higher website:
University of Reading website:
Gillett, A., Hammond, A. and Martala, M. (2009). Successful Academic Writing. Harlow: Pearson Education,