Unit 6

CRITICAL THINKING

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WHAT IS CRITICAL THINKING?

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• Is this information appropriate, and up-to-date?• Does the evidence really proves the point that

the author claims?• Is there hidden bias or hidden assumptions?• Do the evidence and argument really support the

conclusions?• Is there a line of reasoning leading to a logical

conclusion?

Critical thinking involves looking very closely at detail and not taking what you read or hear for granted. It involves asking yourself questions like these:

HIGHER PROJECT

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USE CRITICAL THINKING WHEN YOU READApply critical thinking skills to source materials that you read.

For example, when you cite a source of evidence for your own arguments, you will need to be sure that the evidence really does support your point, and is accurate and reliable.

You are expected to be very critical of your sources, using evidence that has been well researched rather than just your own opinion or what your friends think.

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BE CLEAR ABOUT THE NARRATIVE

Ask questions to make sure you understand the narrative and the order of events:

• What? • Who? • Where? • When? • How? • Why?

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IDENTIFY AND EVALUATE THE ARGUMENT• What is the main argument or line of reasoning? • Is the line of reasoning clear from the text? • What is the main conclusion? • Is it logical?

• Pick out statements from the text which strengthen the line of reasoning or prove the argument.

• What statements, if any, undermine the argument?

• Are points made in the best logical order?

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• Look beyond the surface of what is said; is it valid and reliable?• Assess whether claims are factual or subjective opinion.• Look for corroboration and evidence; is there evidence of bias?• Consider the credibility of the author; how far can they be trusted or depended on?• What hidden agendas might the writer have that might make you question their conclusions?• What information might be missing that could paint a different picture?• Look for out for speculation; a suggestion without any evidence should not be used to draw

firm conclusions.

ASSESS THE RELIABILITY OF CLAIMS

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• What kinds of evidence or examples does the writer use? How reliable and useful is this evidence?

• Does it really support the argument? Is the evidence strong enough?

• Is the data up-to-date?• Does the text use reliable sources? What are

these? What makes you think they are or are not reliable?

EVALUATE THE EVIDENCE

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• Does the evidence support the writer's conclusions?

• Does the line of reasoning lead you to make the same conclusions?

IDENTIFY THE WRITER’S CONCLUSIONS

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• Investigate the people and story behind the document you are reading. • Use the RAVEN criteria to assess the credibility of the author or

publishing organisation:

R = ReputationA = Ability to SeeV = Vested InterestE = ExpertiseN = Neutrality

ASSESS THE CREDIBILITY OF PRIMARY SOURCES

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R = REPUTATION

The international news agency Reuters has a solid reputation for balance and reliability in its research and reporting whereas Fox News has a less impressive reputation.

versus

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Is this a genuine primary source? In other words:

• Does the author have first-hand experience? • Was the author in a position to see properly?

No matter how honest the author tries to be, if they don’t have first hand and full knowledge of what they are talking about, then they must be doubted.

A = ABILITY TO SEE

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Could the author gain financially by lying or exaggerating? If so, they have a vested interest and their credibility is weak.

News reporters often follow the vested interest of the editor or owner.

For example, Rupert Murdoch owns a wide range of media companies and this makes him one of the most powerful individuals in global media.

V = VESTED INTEREST

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Sometimes specialised knowledge is needed in order to fully understand an issue.An academic expert may have more credibility than a journalist.

Caution!

Not all ‘experts’ are equally reliable.Some qualifications mean more than others.

E = EXPERTISE

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N = NEUTRALITY = BIASYou need to be satisfied that the author is neutral rather than biased.Bias is a matter of values and/or loyalty. For example, a committed feminist may conduct research into male aggression in such a way as to show support for her feminist values. Such bias could be deliberate, but may be unintended.

Bias is not the same as vested interest – which depends on some form of financial or material gain.

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• Do you think there may be any bias in the text? Give reasons and examples.

• Comment on any statistics used. Are these likely to give a true and full picture?

• Does their writing reflect a political viewpoint?

• Who might disagree with the writer?

LOOK FOR BIAS

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• Apply the same rigour to your own writing as you do to analysing source materials.

• Look for evidence which might disprove your hypothesis, as well as that which supports it. Consider both sides before drawing your conclusion.

• Ensure that your conclusion can be supported by the evidence. If the evidence does not support your position, you may need to change your conclusion.

• Before you begin writing up your report, write your conclusion on a Post-It (sticky) note. Keep referring to it to ensure that all of your writing leads towards this conclusion.

USE CRITICAL SKILLS WHEN YOU WRITE

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