Critical analysis - le.ac.uk

Critical analysis - le.ac.uk

Student Learning Development, Leicester Learning Institute What is critical analysis and how can I apply it? Dr Alexandra Patel [email protected] www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Activity What does criticality mean to you?

www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester What is critical analysis and how can I apply it? By the end of this session you will have: Applied the Socratic Questioning approach to developing your critical analysis Further clarified a concept and identified different viewpoints Critically evaluated rationale and evidence Suggested assumptions and evaluated their impact Questioned the question itself and considered the

implications of your conclusions www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Approaches to Critical Analysis http:// changingminds.org/techniques/questioning/socratic_questio ns.html Critical thinking guide (from Plymouth University) www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc

www.le.ac.uk/learnatleicester What is critical analysis and how can I apply it? By the end of this session you will have: Applied the Socratic Questioning approach to developing your critical analysis Further clarified a concept and identified different viewpoints Critically evaluated rationale and evidence Suggested assumptions and evaluated their impact Questioned the question itself and considered the implications of your conclusions www.le.ac.uk/succeedinyourstudies

www.le.ac.uk/slc www.le.ac.uk/learnatleicester Activity: Clarification How similar are your definitions of criticality? Can you give an example to further illustrate your definition(s)? www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester What is critical analysis and how can I apply it?

By the end of this session you will have: Applied the Socratic Questioning approach to developing your critical analysis Further clarified a concept and identified different viewpoints Critically evaluated rationale and evidence Suggested assumptions and evaluated their impact Questioned the question itself and considered the implications of your conclusions www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Flawed reasoning 1: Correlations do not

identify a cause Between November and February the rates of people wearing boots and consuming hot drinks increase. X The wearing of boots causes people to consume more hot drinks X Consuming hot drinks causes people to wear boots There is a third factor, the cold weather between November and February, which causes these events to occur independently. www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester

Flawed reasoning 2: failing to meet sufficient conditions The winner of the Man Booker Prize 2009 is a woman. My mother is a woman. Therefore, she has won the 2009 Man Booker Prize. Cows eat grass. This animal eats grass. Therefore, it is a cow. www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Flawed reasoning 3: false/weak analogies Employees are like nails. Just as nails must be hit in the head in order to make them work, so must employees.

A school is like a business. It needs a clear competitive strategy that will lead to profitable growth. www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Flawed reasoning: other examples to look out for As we all know, eating large quantities of sugar, is not necessarily bad for teeth. Anyone with any sense knows that men make better drivers. Deflective/emotive

language www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Flawed reasoning: other examples to look out for Mr Smiths argument fails to convince. He has shown himself to be less than trustworthy in the past, by failing to declare possible conflicts of interest. There have also been allegations about his private life in the media. Personal attack

www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Activity: Evaluating evidence To evaluate whether the evidence is appropriate, ask yourself :* Is it valid? (Does it prove what it claims to prove?) current? (Is it up to date?) accurate? relevant? reliable? (Can you trust it?)

complete? sufficient? (Is there enough evidence to prove something?) * From Drew, S. and Bingham, R. (2001) The Student Skills Guide, 2 nd ed., Aldershot: Gower Publishing www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester What is critical analysis and how can I apply it? By the end of this session you will have: Applied the Socratic Questioning approach to developing your critical analysis Further clarified a concept and identified different viewpoints

Critically evaluated rationale and evidence Suggested assumptions and evaluated their impact Questioned the question itself and considered the implications of your conclusions www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Identifying assumptions Assumptions are ideas or beliefs taken for granted when presenting an argument. It is desirable to reduce the rate of

offending Drug rehabilitation programmes are effective in reducing drug use Drug use contributes to the rise in offending His argument is that more money should be invested in drug rehabilitation programmes, as a large proportion of offending is linked to drug use. Investing more money in drug rehabilitation programmes will:

-make them available to more patients AND/OR - increase their effectiveness www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Activity: What assumptions do you or others make around critical analysis? Students: Critical sounds negative - should be going into depth. A critic is someone knolwedagble Are these assumptions valid or flawed? If they are flawed, how do they affect our understanding of critical analysis?

www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester What is critical analysis and how can I apply it? By the end of this session you will have: Applied the Socratic Questioning approach to developing your critical analysis Further clarified a concept and identified different viewpoints Critically evaluated rationale and evidence Suggested assumptions and evaluated their impact Questioned the question itself and considered the implications of your conclusions

www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Criticality: question the question itself and implications Question the question itself why is it important? Consider the implications what can the answer to this question be used for? www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc

www.le.ac.uk/learnatleicester Criticality: question the question itself and implications Imagine you were writing an essay on this topic: What causes clinically important antibiotic resistance in bacteria in the environment? Question the question itself why is it important? Consider the implications what can the answer to this question be used for? www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester

Useful tools: Note-making template Main points and arguments www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc Evidence Comments www.le.ac.uk/learnatleicester Useful approaches: Analysis of writing

The identity of Marshall Urists bone morphogenetic protein (BMP) has remained unresolved except for the fact that it has a molecular weight of 18 kDa. Behnam et al. (2005) have shown that the amino acid sequence of peptides derived from highly purified BMP show identity to regions of a well-characterised protein known as spp24. However, spp24 has a molecular weight of 24 kDa. It could be argued that Behnam et al. have reached a mistaken conclusion because of failures in the strategy used to characterise BMP or that they have simply failed to fully explain their findings in the published account of their work. Demonstration that spp24 normally undergoes cleavage to a lower molecular weight form with a mass close to 18 kDa would go some way to reconciling this apparent contradiction. INTRODUCTORY

SENTENCE EVIDENCE CRITICAL DISCUSSION CONCLUDING SENTENCE Adapted from unpublished work by Dr Raymond Dalgleish. Used with permission www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester

Sound daunting? Remember criticality is a powerful tool, but takes practice, time and energy. Be selective and justify the extent of your critical analysis. Focus your criticality on sources that are key to your argument. Dont forget to highlight strengths and weaknesses whilst being diplomatic. www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester

Relevant resources What is critical reading? study guide What is critical writing? study guide What it means to be a critical student video tutorial Analysing academic sources template Critical thinking guide (from Plymouth University) www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester What is critical analysis and how can I apply it? By the end of this session you will have:

Applied the Socratic Questioning approach to developing your critical analysis Further clarified a concept and identified different viewpoints Critically evaluated rationale and evidence Suggested assumptions and evaluated their impact Questioned the question itself and considered the implications of your conclusions www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Developing your essay writing.

www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester Useful websites www.le.ac.uk/succeedinyourstudies www.le.ac.uk/learnatleicester www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester

Contacting us and staying in touch www.le.ac.uk/succeedinyourstudies [email protected] www.facebook.com/uolstudy www.twitter.com/uolstudy www.le.ac.uk/succeedinyourstudies www.le.ac.uk/slc www.le.ac.uk/learnatleicester

Recently Viewed Presentations

  • kortschakcenter.usc.edu

    kortschakcenter.usc.edu

    (Google.com) (Dembo & Seli, 2016, p.107-109) The first step in the goal setting process is identifying and defining a goal. A good way to start is by asking ourselves what we would like to accomplish? Or what needs to get...
  • Social & Political Change  In the post-Confederation years,

    Social & Political Change In the post-Confederation years,

    Separate schools would no longer get government support. The Roman Catholics appealed to Macdonald to help, but he refused to intervene because it was a provincial matter. The French then appealed to the courts saying that the Manitoba Schools Act...
  • Streamlining Product Lifecycle Risk Management through an OPM-Based

    Streamlining Product Lifecycle Risk Management through an OPM-Based

    Project/operational objectives eventually pertain to the same product/ organization/ environment. Constant evolution . and emergence of development risks affecting the operational environment, and vice versa. Neither PRM nor ORM provides the means to handle the . transition or mutual effect...
  • Questioning - Warwick in Africa: Participants

    Questioning - Warwick in Africa: Participants

    PPPB (Pose, Pause, Pounce, Bounce) is a simple, yet sophisticated, AfL (Assessment for Learning) questioning technique to help teachers move from good-to-outstanding. It also helps address differentiation in the classroom and encourages teachers to slow down, take risks and tease...
  • Slayt 1 - Ankara Üniversitesi

    Slayt 1 - Ankara Üniversitesi

    Protez terminolojisi-Alt ekstremite 4. Hafta Prof.Dr. Serap Alsancak Single axis (Monoaxial) : Tek eksenli Ball joint : Küresel eklem Örn : Kalça eklemi Monosentrik: Tek dönme merkezli Polisentrik: Birden fazla dönme merkezli eklem Konvansiyonel (klasik) protez : Eksoiskeletal protez: Ahşap...
  • CS 60 Slides

    CS 60 Slides

    the reason for CS 189! though not for CS elective credit… Problem credits Problems are worth double if You solve them during the 4:15 - 5:30 lab sessions It's one of the "extra difficult" problems, which may be determined as...
  • DoD Mail Center Operations - General Services Administration

    DoD Mail Center Operations - General Services Administration

    Daily mail and package acceptance for metering and labeling for dispatch to USPS and Freight carriers. Mail Center Operations. Mail and Small Packaging materiel . USPS mailing products. Flat rate packaging. Consolidate mail to mailers for multiple points of delivery...
  • 2010-2011 SS TEACHER TRAINING Our Objective Today: To

    2010-2011 SS TEACHER TRAINING Our Objective Today: To

    Essential #2 - Every Teacher intentionally enlists 1 apprentice teacher to teach for them once a month for the entire SS year with the clear understanding that when we begin the 2011-2012 SS year they: Start a new class and...