Critical writing

How to help you take a more critical approach to your

writing

Learning Outcomes

By the end of this workshop you should be able to:

– Identify the differences between descriptive and critical writing

– Identify how to improve your own writing to become more critical

What this workshop is like

• Follow-on from critical thinking and academic writing

• Practical workshop

• Not discipline-specific

Critical writing • Not a form of writing like

reports or essays, but an approach: – Thoughtful

– Questioning

– Focused

• Being critical in academic writing does not mean finding fault – You also need to justify when

you agree

Descriptive writing

• Opposite of critical writing

• Descriptive writing is not bad writing

– Often it’s what you’re asked to do

• eg give definitions, summarise theories

– Keep it in its place

– Make space for being critical

Worksheet Exercise 1

• Critical or Descriptive?

• Indicate whether the approaches are characteristics of critical writing (C) or descriptive writing (D).

Answer to Exercise 1 Approach Critical (C) or

Descriptive (D)?

Lists the main elements of a theory D

Evaluates information and draws conclusions C

Makes reasoned judgements C

Outlines how something works D

States options D

Identifies the significance C

Descriptive

• States what has happened

• Outlines

• Lists

• Instructs

• States links

Critical

• Identifies the significance

• Judges

• Evaluates

• Argues a case

• Shows relevance of links

Critical writing model

Argument:

• What is your main argument?

• Is the main argument clear and logical?

Evidence:

• What is your evidence?

• Is the evidence valid?

• Does your evidence support the conclusions?

Including different views

• Critical writing includes a range of opinions

– Sometimes they agree with each other.

• Moreover, in addition, furthermore etc.

– Sometimes they are differing or contrasting opinions

• However, in contrast, although etc.

• Good critical writing concludes with where the author stands

Worksheet Exercise 2

• What does critical writing look like?

• Read the journal extract and pick out the phrases through which the authors present contrasting views

Your writing

• Think about:

– Your argument

• What are you trying to say?

• Does it fit with the assignment brief?

– Your structure

• Structuring your essay workshop

– Your paragraphs

Paragraphs • How to structure a

paragraph – Use WEED model

(Godwin, 2009)

– What - topic sentence

– Examples and Evidence

– Do - sum up – so what?

What Evidence Example Do

Creating critical paragraphs • What - topic sentence

– Ensure that it highlights a significant issue – Eg not: “there are many kinds of …” (leads to a list)

• Evidence – Summarise and relate it to your argument – Eg not just quoting

• Do - sum up – so what?

– Essential, as this shows you understand the implications – The most critical part of the paragraph!

Worksheet Exercise 3

• Identifying a critical paragraph

• Read the paragraph and highlight the WEED elements.

Answer to Exercise 3 What – topic sentence (starts paragraph): Professional practice is more complex than simply applying theory to practice Evidence: Schön, Harvey Example: Practitioners …need time to think, translate and relate the research findings to their particular setting Do (ends paragraph): The extent to which a given piece of evidence is utilised by an individual in practice depends on their sense of the situation and this inevitably involves professional judgement.

Worksheet Exercise 4

• Improving a critical paragraph

• Read the paragraph and consider how you could improve it to become more critical

Some phrases for ‘Do’ • These findings suggest several courses of action ....

• An implication of these findings is that …

• The evidence from this research suggests …

• There is, therefore, a definite need for ....

• In general, therefore, it seems that ....

• This information could be used to develop....

• A reasonable approach to tackle this issue could be to ....

• Taken together, these findings support …

Aspects of critical writing Analyse

To find the key components or main ideas, how they are related and why they are important.

Compare To explore the similarities and differences between ideas.

Synthesise To bring together different sources of information for an idea or argument. Make logical connections between the different sources.

Evaluate To assess the worth of an idea and give an opinion, supported by some expert opinions. Show the advantages and disadvantages.

Apply To transfer the understanding you have gained from your critical evaluation and use in response to questions and assignments.

Justify To use critical thinking to develop arguments, draw conclusions and identify implications.

Adapted from Williams (2009)

Other resources • Browne, M. N. and Keeley, S. M. (2010) Asking the right questions: a

guide to critical thinking. 9th ed. Pearson. (808/BRO)

• Cottrell, S. (2011) Critical thinking skills: developing effective analysis and argument. 2nd ed. Palgrave Macmillan. (153.42/COT)

• Cottrell, S. (2013) The Study skills handbook. 4th edn. Palgrave Macmillan. (378.170281/COT)

• Godwin, J. (2009) Planning your essay. Basingstoke: Palgrave Macmillan. (808.02/GOD)

• Williams, K. (2009) Getting critical. Basingstoke: Palgrave Macmillan. (371.30281/WIL)

Questions?