Critical Thinking and Writing, Exercises of Creative Thinking

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Critical Thinking and Writing

Student Learning Advisory Service

Deep and Surface Learning

Surface Learning characteristics : •^

Students aim to recall basicfacts/information by rote

-^

Assessment anxiety (esp. exams)

Seen as test of

memory

-^

Key concern: meet requirements

-^

Heavy dependence on basic books,lecture notes, handouts

Uncritical reproduction

Broad generalisations

-^

General lack of interest in topic

More interest in finishing

‘Getting the job done quickly’

Key objective: getting reward

Deep learning characteristics : •^

Students aim to

understand

ideas

Less need to know

every

detail

-^

Reduced assessment anxiety

seen as test of

understanding

-^

Key concern: do

I ‘

get it’?

-^

Readiness to explore range of sourcesand follow new leads

Critical review of alternatives

Consider implications/application

-^

Greater personal interest in topic

Curiosity: what does this

mean

?

Taking more time to explore

Key objective: how can I use this….?

Based on P. Ramsden

Learning to Teach in HE

Essential ingredient for ‘deep learning’:

critical thinking

Criticism

In popular usage, ‘criticism’ tends to be negative - someone who always

criticises

others

But the English word ‘criticism’ comes from theancient Greek verb

krino

meaning ‘to judge’

A ‘critic’ therefore (in Greek) was a

judge

• someone who investigated the evidence- tested the evidence (cross-examined witnesses)- considered alternative arguments and explanations- reached a conclusion (verdict)

Criticism

Academic usage builds on the Greek sense

Academically, a critic is someone who... -^

investigates

the evidence for and against different

ideas, theories, presentations of ‘facts’ and so on-^

tests

the evidence through cross-examination

• considers

alterative perspectives

and explanations

• reaches an

informed opinion

in the light of evidence

• gives

reasoned arguments

for the conclusion reached

(NEVER ‘this is true’ BUT ‘this is true

because...’)

Critical Thinking

Critical thinking means: •

Stepping back from immediate personal feelings

Examining data from

different

angles

Checking the

accuracy

of information

Checking the

logic of the argument

Looking for possible

flaws

in argument

Understanding why other people see it differently

Checking statistics and other empirical data

Checking undeclared

assumptions

Reaching

informed conclusions

Critical Thinking

Key questions include: •

Why? Who says?

How does this work? How often? How much?

How reliable is this information?

Is this true? Why/why not?

Always

look

beneath

surface; challenge your own thinking:

What is

main point

I want to make?

Can I back up my argument?

Is my evidence relevant, accurate, up-to-date?

Is my view based on false premises/false logic?

Descriptive Writing

Tells the reader what you’ve done

Tends to use lots of quotes

Gives a summary of a piece of literature

Makes lists of things (literature, theories…)

Gives the ‘facts’: measurements, data, etc.

Sets out the history of an event, idea, etc.

Gives a biography of important people

Summarises what is known about the topic

Critical Writing

Gives a clear and confident account which

refuses

simply to

accept what has been said

Gives a

balanced

account of pros & cons of ideas

Avoids unsubstantiated assertions

Asserts or assume something is simply true

Uses paragraphs to

develop

and expand ideas

ALWAYS gives a clear and precise account of the relevantevidence and arguments

ALWAYS backs up argument with

evidence

ALWAYS gives reasons for conclusion

ALWAYS recognises limitations (tends, suggests..)

ALWAYS avoid simplistic conclusions

Critical Thinking

Good critical thinking is systematic – like acriminal investigation; you need to: •

Investigate

the problem thoroughly

Prosecute

and

defend

the ideas

Cross examine

the witnesses (literature)

Sum up and consider

theory

Reach an

informed verdict

In the light of

this

evidence, it seems that….

Descriptive & Critical Approaches

You need SOME description: •

Outline key ideas, books, theories, concepts

Research: account of method, process, etc.

You need SOME personal reflection: •

Formal: third person (“it was found that…”)

Tentative: (“it has been suggested”, “it could..”)

BUT

always

give a logical and reasoned

argument

This follows from that; this is true

because

etc…

Strategies for ‘Being Critical’

Most difficult part is getting started: •

Any decent work of scholarship will be

persuasive

• it is the academic’s job to convince you....

Often academic writing is full of technical jargon

• technical jargon is an essential ‘tool of the trade’- jargon eases communication – speeds up exchangeof ideas between other professionals- BUT it can also obscure: creates ‘them’ (ordinary‘laypeople’ culture and [implied] elite ‘professionals’)

Beginners don’t always know enough to see errors

Strategies for ‘Being Critical’

So.... •

Be

suspicious

• know you are being had!- look for the rhetorical smokescreen- what is the author assuming is ‘obvious’; is it?

Get a good dictionary/glossary for technical terms

make sure you (really) understand key terms

• test comprehension: express ideas in

your

language

Template for Critical Thinking

Exercise

Try to decide which – if any! – of the following statementsmight be evidence-based or simple assertionsHow would you test whether each statement is correct? •^

My friend is the best friend on earth

-^

My telephone number is difficult to remember

-^

The deepest part of the ocean is 35,813 feet deep

-^

Dogs make better pets than turtles

-^

85% of all cases of lung cancer are caused by smoking

-^

If you stretch out a Yo-yo it will be 23 inches long

-^

One person out of every hundred people is colour blind

-^

Two out of ten British citizens are Euro-sceptic