Writing at Masters level

PGCE Secondary

Hetal Patelh.patel@mmu.ac.uk

Aims of this session…

Understand what critical thinking is and how it applies

to your work

General information on structuring your assignment

Everyday Critical Encounters

Not accepting things at face value - just because something's in print, it doesn't mean it’s true

Use your own experience and values to help you think critically.

Absence of critical thinking

Х Believing all television adverts and everything that politicians say etc.

Do you believe everything that politicians say?

Everyday critical thinking No

Academic critical thinking

Argument/your point

Based on past experience and

information presented in newspapers

Evidence

How do you know this?

Because they lie

Reasoning/ justification

Why?

Theory &

Practice

Being ‘critical’ at university

• Same thinking process

• Learn not to take academic texts at face value

• Read more than one source to gain a rounded critical perspective

• Remember that the author is ‘selling’ you their argument

Step 2

What is the main point of the text?Step 1

Is the proof valid?

Step 3

Step 4

Step 5 Does it add up?

Where’s the proof?

Adapted from Cottrell (2003)

Five Steps to Critical Analysis

Who is making the claim?

Critical Thinking

Exercise

How critical a reader and self critical a writer are you already?

Please complete short ‘tick box’ exercise in hand out.

How can you improve on your weak areas?(Wallace and Wray, 2006)

Descriptive Critical

States what happened Identifies the significance

States what something is like Evaluates strengths and weaknesses

Lists details Evaluates the relative significance of details

Explains what a theory says Shows why something is relevant or suitable

States links between items Shows the relevance of links between pieces of information

Gives information Draws a conclusion

(Cottrell, 2003:232)

FundamentalWhat do I think I know about X?

Connecting How does X relate to Y or Z?

HypothesisIf X relates to Y or/and Z then A.

CriticalIn evaluating X, Y, Z and A what is my

argument?

Adapted from Jones (2009: 8)

FundamentalWhat difficulties do pupils with English as an additional language (EAL) face in a classroom setting?

Connecting What methods are used to reduce these difficulties?

HypothesisWhat are the implications of using these methods in a classroom setting?

CriticalEvaluate the methods used to reduce the difficulties that pupils with EAL face in the classroom setting.

Adapted from Jones (2009: 8)

Critical reading – assess the extent to which adequate justification has been provided for the claims made. This depends on the author’s argument and on your own knowledge, experience & understanding

Critical writing – convince your tutor of your argument by adequate reasons and evidence.

Remember

You will not be able to include EVERYTHING in your assignment

Choose which points you think are important

Focus on QUALITY and not quantity

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

Answering the questionAvoid deviating – answer must relate to the

questionAnswer all parts of the question – divide the

word count between the sections

Assignment question

Break it down - look for key words

1. Academic key words:http://www.uefap.com/writing/writfram.htm

2. Identify the topic/s and the focus

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

Reading around the subject area

Develop your arguments Need evidence to back up your points.

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

Your argument should follow a logical order

What information should you keep in and what should you to leave out

General structure

Introduction10%

Main body75-80%

Conclusion10-15%

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

General background information on the assignment

Contents of your essay?

What are the main points?What order have they been addressed?

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

Develop your argument and put forward your line of reasoning.

Structure your argument!

Each paragraph should cover one theme

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

Draw together the main points

Do NOT introduce new material

1. Assignment question

2. Reading/research

3. Planning

5. Proof reading

Introduction10% of the total word count

Main body75-80% of the total word count

Conclusion10-15% of the total word count

4.

Top tips

Make sure you leave enough time to complete your assignment

Don’t leave your reference list until the end – do it as you do your research/ writing

Help with referencing and plagiarism:http://www.youtube.com/user/mmudegreeskills

ANY QUESTIONS?

References

Cottrell, S. (2003) The Study Skills Handbook. 2nd ed. Basingstoke: Palgrave Macmillan

Jones, S. (2009) Critical learning for social work student. Exeter: Learning Matters

Warren, M. and Wray, A. (2006) Critical reading and writing for postgraduates. London: SAGE Publications Ltd.