Documente Academic
Documente Profesional
Documente Cultură
More in-depth
analysis
needed.
3.
Explains
what
a
theory
says
Shows
why
something
is
relevant
or
suitable
4.
Explains
how
something
works
Indicates
why
something
will
work
best
4
• Both descriptive and analytical writing have their place
-Descriptive writing: give background information
-Analytical writing: show critical thinking skills
Useful websites:
http://theconversation.com/how-to-teach-all-students-to-think-critically-35331
http://unilearning.uow.edu.au/critical/1a.html
Videos:
Video 1: http://nirmukta.com/2010/01/03/critical-thinking-a-video-by-qualiasoup-on-youtube/
Video 2: https://www.youtube.com/watch?t=24&v=_L9CYPdqze0
Evalua(ng
Analysing
Applying
Understanding
(lower
marks)
Remembering
CoMrell,
S.
(2003)
The
study
skills
handbook
(2nd
ed),
Houndsgrave
(Hampshire,
UK):
Palgrave
MacMillan.
Pp220-‐222
COPYRIGHT © LEARNING & TEACHING CENTRE
I LEARNING SKILLS GROUP 2015
Low
order
learning
High
order
learning
Learners are trained, not educated examine assump0ons and gather evidence
Gain
liMle
knowledge
or
insight
analyse
concepts,
theories
or
explana0ons
from
their
own
points
of
view
Limited
adaptability
and
capability
to
ac0vely
ques0on
the
meaning
and
the
learn
implica0ons
of
what
they
learn
Passive
students
Less
dependent
on
teachers
and
textbooks,
discuss
their
thinking
with
other
students
or
teachers,
evaluate,
challenge
and
even
change
ideas
and
prac0ces
Examples:
didac0c
lectures,
rote
Examples:
tasks
that
develop
analysing,
learning,
mindless
drills
reasoning
and
evalua0ng
skills
1. ‘I don’t like it when people just state their opinions but never give
any reasons at all.’
2 ‘Just because information is in a textbook, doesn’t mean it can
be trusted.’
3. ‘My views are shaped by the social and economic groups I belong to.’
4. ‘I prefer teachers to just give the information and not waste time
discuss problems.’
5. ‘I always think about whether individual views reflect the experience
of groups.’
6. ‘I question the authority of evidence before I accept it.’
COPYRIGHT © LEARNING & TEACHING CENTRE
I LEARNING SKILLS GROUP 2015 12
3] Critical thinking in reading
To be able to read critically, you need to:
1. Distinguish facts from opinions
2. Consider writer’s background,
assumptions and purposes
3. Know your own belief and biases
4. Identify evidence and conclusions
5. Consider various perspectives and
interpretations
6. Identify details being emphasised
and evidence being included/
excluded
Structure:
• can be in various structures but a simple one is
(summary + evaluation)
27
Some useful phrases for writing book reviews:
Introducing
the
book
‘This
volume
is
a
rich
and
novel
contribu0on
to…’
Outlining
the
book
‘The
book
begins
with
an
overview
of…’
‘In
Chapter
2,
the
author
adopts
the
framework
of…’
‘Chapters
5
and
6
address/
focus
upon
…’
Highligh0ng
parts
‘There
is
an
impressive
analysis
of
management
strategies
in
the
opening
chapter
and
Hall’s
final
chapter.’
Recommenda0ons
‘This
is
an
essen0al
reference
for
anyone
engaged
in
…’
28
Annotated bibliography
What is it?
A list of sources (a bibliography) with notes (annotation).
Each entry is an annotated reference.
Purposes:
• demonstrate the quality and coverage of your research
• give a brief account of available sources on a particular
topic
• organise sources for further research
1. Be concise.
2. In-text citation is usually not necessary because
you are addressing one text.
3. Careful choice of vocabulary