Bachelor of Science in Nursing 2YB

CRWT111: BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022

Coverage for Midterm: • Fails to establish dialog • Establishes dialogue among

between the reader and the the reader, text, and other
• The Nature of Critical Writing
text by locking the reader in readers by allowing all sides
• Critical Writing in the Academe his or her pre-existing opinion to reconsider existing
• Critical Writing in the Workplace about the argument. positions and opinion.
• Strategies in Critical Writing Binary reading Nuanced reading
• Arguments in Critical Writing • Provides only “agree or • Allows for a deep and detailed
disagree” answers understanding of complex
THE NATURE OF CRITICAL WRITING • Does not allow for an texts.
Discussed by Prof. Chinone and Prof. Restor understanding of complex • Takes into account “gray
Transitioning from Critical Reading to Critical Writing arguments. areas” of complex arguments.
- Reading and writing are the two of the macro skills essential • Prevents the reader from a • Establishes rhetorical
for learning. Critical reading is not a process of passive true rhetorical engagement engagement between the
consumption, but one of interaction and engagement between with the text. reader and the text.
the reader and the text. Therefore, when reading critically and
actively, it is important not only to take in the words on the Descriptive and Critical writing
page, but also to interpret and to reflect upon what is read Descriptive writing Critical/ analytical writing
through writing and discussing it with others. States what happened Identifies the significance
Reading and Writing Evaluates (judges the value of)
- Are two macro-skills which are related to each other. States what something is like
strengths and weaknesses
Critical and Active Reading Weighs one piece of
- is not just passive consumption of a text, rather the goal is to Gives the story so far
information against another
interpret and reflect upon what is read through writing and
States the order in which
discuss it with others. Makes reasoned judgements
things happened
Reacting to a text
Argues a case according to
- This often done on an emotional and largely subjective, rather Says how to do something
evidence
than on an intellectual and objective level.
Shows why something is
- It is quick but shallow. Explains what a theory says
relevant or suitable
- For example, if we encounter a text that advances arguments
with which we strongly disagree, it is natural to dismiss those Explains how something Indicates why something will
ideas offhand as not wrong and not worthy of our attention. works work (best)
Doing so would be reacting to the text based only on emotions Indicates whether something
Notes the methods used
and on our pre-set opinions about its arguments. It is easy to is appropriate or suitable
see that reacting in this way does not take the reader any closer Says when something Identifies why the timing is
to understanding the text. A wall of disagreement that existed occurred important
between the reader and the text before the reading continues to States the different Weighs up the importance of
exist after the reading. components components parts
- Learning is limited and the reader may not be able to get any Gives reason for the selection
States options
useful insight from the author because of reluctance and doubt of each option
arising from questions on the author’s credibility. This is Evaluates the relative
List details
regardless of the subjectivity and possible invalidity of the significance of details
argument. Structures information in
Lists in any order
Responding to a text order (e.g., of importance)
- This requires a careful study of the ideas presented and Shows the relevance of links
States links between items
arguments advanced in it. It is analytical and evaluative. between pieces of information
Critical readers who possess this skill are not willing to simply Gives information Draws conclusions.
reject or accept the arguments presented in the text after the • Descriptive Writing – using senses and adjectives, describing a
first reading right away. They are open-minded and willing to place, person or things depends what picture that formed in the
learn in spite of differences in beliefs and principles. mind of the reader. It can be objective or subjective
- Responding to a text is much more productive and progressive. • Remember that critical writing is no longer about observation
Reacting to texts Responding to texts and imagination. Rather, it strongly calls for observation and
• Works on an emotional level • Works on an intellectual and logic to raise solid arguments, supported by evidence that you
rather than an intellectual emotional level by asking the will carefully elaborate in your text.
level. readers to use all three • What are the Key Characteristics? – sensory descriptive
• Prevents readers from rhetorical appeals in reading • Remember apply caution and humility when established
studying purposes, intended and writing about the text. positions. Critical writers might tentatively suggest an
audiences and context of texts • Allows for careful study of independent point of view, using such phrases as “it could be
they are working with. the text’s rhetorical aspects argued that”… or “an alternative viewpoint might suggest that”

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 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
Descriptive Writing
• Facts and figures about a particular issue
• Description of a background to a case study
• Details of an organization
• An account of how research was undertaken
• A summary of a sequence of events
• Descriptions of what happened in an experiment.
- The most characteristics features of descriptive writing are that
it will describe something, but will not go beyond an account of
what appears to be there’ (University of Leicester. Learning
Development Centre, 2013)
Critical Writing
- Is more complex, and involves more discussion, analysis and
evaluation than does descriptive writing. Examples of critical
writing activities include:
• Engaging with evidence
• Open minded and objective enquiry
• Presenting reasons to dispute a particular finding
• Providing an alternative approach
• Recognizing the limitations of evidence: either your evidence
or the evidence provided by others
• Thinking around a specific problem
- Is an involvement in an academic debate. It requires a refusal to
accept the conclusions of other writers without evaluating the
arguments and evidence they provide’ (University of Leicester.
Learning Development Centre, 2013)
Descriptive writing – when Critical wiring – when you
you need to: need to:
Introduce Organize and evaluate evidence
Make comparisons between
Present facts eg, a case study
materials
Describe how an experiment Analysis why something did
was carried out not work
List details eg, resources used Apply your own judgements
Make links between areas of
Outline areas of knowledge
knowledge
Quote from writers in the field Weigh up alternatives
Provide information or data Evaluate/argue/contest
Summarize Draw conclusion
CRTICAL WRITNG IN THE ACADEME
Discussed by Prof. Chinone and Prof. Restor
- Academic writing is far from a one-size-fits-all genre.
Applicable to the broad variety of academic disciplines and
their unique approaches to conducting and documenting
research efforts in the field, one might find it challenging to
identify clearly what constitutes academic writing.
- differs from other types of writing such as journalistic or
creative writing. In most forms of academic a detached and
objective approach
- In an academic writing assignment, you will start by asking a
good question, then find and analyze answers to it, and choose
your own best answer(s) to discuss in your paper.
- Your paper will share your thought and finding and justify
answer with logic and evidence
- So the goal of academic writing is not show off everything that
you know about your topic, but rather to show that you
understand and can think critically about your topic
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- Academic writing differs from other types of writing such as
journalistic or creative writing. In most forms of academic
writing a detached and objective approach is required.
-
Principle
• Clear purpose
- The goal of your paper is to answer the question you
posed as your topic. Your questions give you a purpose
- The most purposes in academic writing are to persuade,
analyze/synthesize, and inform.
• Persuasive Purpose
- In persuasive academic writing, the purpose is to get your
readers to adopt your topic to answer to the questions.
- So you will choose one answer to your question, support
your answer using a reason and evidence, and try to
change the readers point of view about the topic. It
includes arguments and position paper.
• Analytical Purposes
- In analytical academic writing, the purpose is to explain
and evaluate possible answer to your questions, choosing
the best answer(s) based on your criteria.
- often investigate causes, examine effects, evaluate
effectiveness, assess ways to improve to solve problems,
find the relationships between various ideas, or analyze
other people’s arguments.
• Informative Purpose
- The purpose is to explain possible answer to your
question, giving the readers new information about your
topic.
- The differs from an analytical topic is that you do not
push your viewpoint on readers, but rather try enlarge the
readers view.
• Audience Management
- As with all writing, academic writing is directed to a
specific audience in mind. Unless your instructor says
otherwise, consider your audience to be fellow students
with the same level of knowledge as yourself.
- You will have to engage them with your ideas and catch
their interest with your writing style. Imagine that they are
also skeptical, so that you must use the appropriate
reasoning and evidence to convince them of your ideas.
• Clear Point of View
- Academic writing, even that with an informative purpose,
is not just a list of facts or summaries of sources.
- Although you will present other people’s ideas and
research, the goal of your paper is to show what you think
about these things.
- Your paper will have and support your own original idea
about the topic. This is called the thesis statement, and it
is your answer to the question.
• Single Purpose
- Every paragraph (even every sentence) in your paper will
support your thesis statement.
- There will be no unnecessary, irrelevant, unimportant, or
contradictory information (your paper will likely include
contradictory or alternative points of view, but you will
respond to and critique them to further strengthen your
own point of view).
• Logical Organization
- a standard organizational pattern. For academic essays
and papers, there is an introduction, body, and conclusion.
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
- Introduction catches the reader’s attention, provides
background information, and lets the reader know what to
expect. It also has the thesis statement.
- Body paragraphs support the thesis statement
- Each body paragraph has one main point to support the
thesis, which is names in topic sentence.
- Each point is then supported in the paragraph with logical
reasoning and evidence. Each sentence connects to the
one before and after it.
- Conclusion summarizes the paper’s thesis and main points
and shows the readers the significance of the paper’s
finding.
• Strong support
- Each body of paragraph will have sufficient and relevant
support for the topic sentence and thesis statement. This
support will consist of facts, examples, description,
personal experience, and expert opinions and quotations.
• Clear and Complex Explanations
- This is very important as the writer, you need to do all the
work for the reader. The reader should not have to think
hard to understand your ideas, logic, or organization.
• Effective use of Research
- Your paper refer to a variety of current, high-quality,
professional and academic sources. You will use your
research to support your own ideas.
• Correct APA Style
• Writing Style
- Your writing should be clear, concise, and easy to read. It
is also very important that there are no grammar, spelling,
punctuation, or vocabulary mistakes in academic writing,
Errors convey to the readers that you do not care.
Writing Process
Brainstorm
- write down all the possible answers to your questions, and
write down all the information, opinions, and questions
you have about your topic.
Pre-writing
• Choose a Topic
- Think about things related to your interest
- Narrow your ideas from subjects to topics
- Write your topic as a question
• Research
- What you must remember is that “doing good research
takes time”. Do not expect to do research once and find
everything that you need for your paper.
• Discover your Thesis Statement
- A good thesis statement usually includes:
- Main idea of the paper. ONE idea. The entire paper is
based on this statement
- Your opinion or point of view. The thesis statement is not
a fact nor a question, but your view of the topic and what
you want to say about it.
- Purpose of the paper. From the thesis, it should be clear
what the paper will do.
- Answer to the research question. Ask yourself the
question and then answer it with your thesis. Is it truly an
answer? (if not, change the question or the answer)
- An element of surprise. This means that the thesis is
interesting, engaging, and perhaps not so expected.
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- Clarity. It should be understandable after one reading and
have no mistakes.
• Outlining
- A basic outline is your first attempt to organize the ideas
of your paper. It will help you focus your research and
consider the order of your idea.
- Write, Revise, Edit, Proofread.
Critical Academic Writing
- According to the University of Birmingham publication, “A
short guide to critical writing for Postgraduate Taught
students,”
- “Critical writing is an involvement in an academic debate. It
requires „a refusal to accept the conclusions of other writers
without evaluating the arguments and evidence they provide.‟”
- A Lancaster University publication adds that “The aim of
academic writing is not to present „the right answer,‟ but to
discuss the controversies in an intelligent way.”
Tips to help you reflect critical thinking in critical academic
writing
• Be sure to answer the right and relevant questions.
• Give enough contexts so that the reader can follow your ideas
and understand your principles.
• Include references to the material you have read.
• Try to group different studies thematically or categorically and
make links between ones that are related.
• Explain source material to your readers to show why it is
valuable and relevant.
• Discuss the ideas that come from these source texts in your
writing.
• Justify your judgments. Say why you think an idea is relevant,
valid or interesting.
• Acknowledge the drawbacks or limitations of ideas, even the
ones you disagree with.
• Avoid absolute statements. Use hedging language to make
your statements more convincing.
• Do not be afraid to make intelligent suggestions, educational
guesses or hypotheses.
• You are supposed to make judgments based on evidence, so
your conclusions must be meaningful and completely
objective.
• Note that conclusions are usually plural. A single
conclusion—rare but possible—is usually straightforward and
is worth discussing.
• Do not ignore arguments just because you disagree with them.
• Avoid praising authors just because they are famous in the
field. Praise them for the substance of their work assessed with
objectivity, not with subjectivity.
• Check that your argument flows logically
Constructing a Good Academic Argument
- A good academic argument makes an evidence-based claim
designed to advance a specific field of study.
- It also demonstrates an understanding of the foundational
research for the claim and the implications of the results on
the field.
- Points of view can strengthen your argument, either by
providing evidence to support your argument or by providing
food for thought when constructing your argument to
effectively debate counterclaims.
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
A Belmont University resource titled, “Writing an Argument,”
states:
• “The purpose of argument writing is to present a position
and to have an audience adopt or at least seriously
consider your argument.” Further, it notes that “Good
argument writing is critical, assertion-with proof-writing.
It should reflect a serious attempt on the writer‟s part to
have considered the issue from all angles.”
The Simon Fraser University “Resources on argumentation in
academic writing” claims that:
• “Argumentation is less about trying to change „what
readers believe, think, or do,‟ and more about convincing
„yourself or others that specific facts are reliable or that
certain views should be considered or at least tolerated‟”.
• In another resource titled, “Building Good Arguments”,
they describe six elements of a well-reasoned argument:
claim, reason, qualifier, warrant, backing, and conditions
of rebuttal.
The Writing Center at the University of North Carolina at Chapel
Hill offers that:
• “…by considering what someone who disagrees with your
position might have to say…, you show that you have
thought things through, and you dispose of some of the
reasons your audience might have for not accepting your
argument.”
Critically Evaluating Source Materials
- According to the Cleveland State University Writing Center,
“Critical reading means that a reader applies certain processes,
models, questions, and theories that result in enhanced clarity
and comprehension.”
- Critical evaluation of source materials allows you “to evaluate
the strength of the argument being made by the work”. The
University of Toronto resource, “Critical Reading Towards
Critical Writing” echoes this mindset, stating:
- “To read critically is to make judgments about how a text is
argued. This is a highly reflective skill requiring you to “stand
back” and gain some distance from the text you are reading.”
- For those new to critical evaluation of a source, however, you
should ask “What aspects are important to consider when
critically evaluating a source?”
- According to Sheldon Smith, founder and editor of
EAPFoundation.com in an article on Critical Reading, “In 1) Plan
addition to what a text says, the reader needs to consider how
it says it, who is saying it, when it was said, where it was said
(i.e. published), and why it was said (i.e. the writer‟s purpose).”
- Why is it important to be able to critically evaluate source
materials?
• The University of Minnesota Center for Writing says,
“When you understand how what you read is written, you
can work to incorporate those techniques into your own
writing”, while the Walden University Academic Skills
Center offers that “You are not simply absorbing the 3) Research and Fact-Check to Ensure Depth of Information
information; instead, you are interpreting, categorizing,
questioning, and weighing the value of that information”
in support of critical reading processes.
Receiving Criticisms
- Many times, critically evaluating the work of others is much
easier than receiving critical feedback on your own writing
efforts. It is just harder to be at the receiving end.
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- According to Eric Schmieder, “I think you have to face
criticism with an open mind and a willingness to learn.
Sometimes the comments are harsh, but mostly they are well-
intentioned efforts to help you improve. Consider the source
and select ones whose feedback you value when possible.”
7 ways to improve writing by receiving feedback (TurnItIn)
1) Feedback Connects to Your Goals
- Feedback lets you know how much development you have
made towards your writing goals and what else you need
to do to meet them. It also gives you a clearer picture of
where you are in your timeline of progress.
2) Feedback Can Be More Important Than Your Score
- Scores and grades only measure performance -- they do
not tell you how to get better. Read all the comments and
use them to revise your work. A good score without
feedback leaves you at a plateau while a bad score with
feedback leaves you an opportunity to progress and
improve without limits.
3) Feedback Helps You Ask the Right Questions
- You might not always understand the comments you get.
You may even disagree with them, and sometimes you
may have trouble understanding how to apply them. Ask
your instructor for more clarification and advice. Teachers
prefer assertive students that show interest for learning.
4) Feedback Lets You Determine What Is Most Important
- Focus on the comments that will make your ideas clearer
and help readers understand, then work your way down.
5) Feedback Aids in Revision and Practice
- Use your comments to revise and practice your writing.
You may also use your current feedback to reflect on the
mistakes that you have committed in the past.
6) Feedback Helps You Take Ownership of Your Writing
- Find your voice as a writer, and establish your own style
and principles.
7) Feedback Gets You on the Same Page as Your Teacher
- Your teacher’s comments are there to help you, not
criticize you. Your feedback is part of a conversation
through which your teacher is trying to support you and
your writing development.
CRITICAL WRITING IN THE WORKPLACE
Discussed by Prof. Chinone
- Always start by thinking about the purpose of the
communication. The information and points that you want
to present in your writing should target the specific
audience that you try to inform or convince.
2) Design an Outline
- You need to outline your goals and the points that you
want to write about to achieve those goals. List down
everything that you deem relevant and along the way, you
might have to add or delete some points.
- The depth and amount of detail you include are also
important. Sometimes, lots of detail is necessary, while in
other cases the focus should be on getting to the point
quickly; this decision depends on your reader.
4) Pique the Readers’ Interest
- One way to do this is to show readers how the information
will impact them: “Let them know up front why the topic
you are addressing is of interest to them.”
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
5) Reach Your Audience
- To effectively reach your audience, consider the
terminology you use and the information you include.
Using known terms and clearly explaining information
allows the reader to better understand the document
6) Always Proofread
- Finishing the last sentence is not the end of the writing
process because professional writing is reader-, not writer-,
centered. Be certain that your audience understands the
topic.
Reasons Why Business Writing Skills are Important
- There are three main ways of communication in business:
verbal, non-verbal and written. Written communication,
although generally categorized under non-verbal
communication, is separated as a different category for the
sake of discussion as it is the most widely applied form of
business communication.
- Written business communication includes emails, letters,
technical reports and plain reports, company brochures, press
releases, manuals, presentation slides, case studies, sales
materials, white papers, visual aids, social media updates, and
other business documents. Whether you are connecting
internally with colleagues and executives or externally to
current and potential clients and customers, the way you write
can either give your career a boost or hamper your progression
within the organization.
1) Writing skills ensure effective business communication
- Business correspondence helps a company connect with
partners and stakeholders. If a text is poorly written and
structured, the message may be misinterpreted and may
lead to loss of business transaction or even to permanent
loss of partnership.
2) Writing skills make the difference between "good" and
"bad" employees
- Crafting your own resume and cover letter may pose a
real challenge, especially when you have to tailor fit them
to the position and industry that you are trying to apply
for. Furthermore, a document filled with grammatical
errors will not impress anyone in the business
organization, which you need to secure the job.
- Professionals are good at composing clear messages.
Employers value such workers. That is the reason why
companies invest so much in their recruitment and
training processes.
- Practice writing as often as you can in order to stand out
among your co-workers. Senior management is generally
more favorable towards an employee who can create
excellent documentation.
3) You demonstrate your intelligence with quality writing
- A few grammatical or punctuation errors may seem minor,
but people do notice them even when they do not show
any reaction and give you feedback. They tend to think
that those who do not write well are less intelligent than
those who do.
- Do not let anyone dismiss you because of your poor
writing skills. A few minutes of proofreading can improve
the way you are perceived, prompting everyone to take
you more seriously.
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4) Good writers are credible
- People with advanced writing skills are perceived as more
reliable and trustworthy. Producing flawless documents
will also make you look more credible than those who
produce subpar quality.
- People, especially those from outside the business
organization, will judge you the first time they see you.
Unfortunately, in most occasions, customers and clients
first see you through your writing, whether it is via an
email, a sales letter or a phone call. Hence, it is crucial to
establish a great first impression that might last a long
time.
5) You can be more influential
- Good persuasion skills help you to influence others to
achieve your goals. This is especially true for those who
will delve deeper into the fields of marketing, sales,
communications, public relations and law.
- Professors assign their students to write persuasive essays
in order to prepare them for the job market by developing
these significant skills.
- If you are creating taglines and calls-to-action for your
organization, you need to know how to develop a copy
that will encourage the reader to take action. If you are
describing an innovative idea that can improve a process
to your manager, you should sound convincing.
6) Business writing conveys courtesy
- Professionals take into consideration formatting and
etiquette. They also pay attention to their personal tone,
clarity, and logic. They avoid poor word choice and
grammar. These things can come across as lazy or even
rude.
7) Writing skills help to keep good records
- Information that is communicated orally is not kept for
long. That is the reason why students take notes of
lectures. As scholars use their notes to write essays, you
can apply your records in your work.
- Keeping a record of your writing, especially when you
belong to industries related to creativity and concepts, can
also help you build a reliable portfolio that may be used
for career advancement.
8) You boost your professional confidence
- When written communication leads a business to another
successfully completed project, you become more
confident and inspired, not to mention more eligible for
promotion. Who does not like to advance in the career
ladder?
9) You promote yourself and your career
- The better your writing skills are, the more responsibility
you will be given. That is great for you and your future
career success.
10) Business writing builds a solid web presence
- Business is all about presentation. Owners aim to set up
an effective online presence, especially nowadays that the
marketing game has turned digital. It helps potential
customers discover the company and its products.
- Quality content is a decisive factor here. A person who
can present business in the best light and convince people
to buy products or services is an irreplaceable employee.
You can even establish a lucrative career in marketing
communications and digital marketing with this.
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
STRATEGIES IN CRITICAL WRITING
Discussed by Prof. Chinone and Prof. Restor
- Experienced writers showcase flexibility in achieving their
objectives by constantly exploring and discovering styles,
procedures, and ideas. They are not afraid to ask questions and
question their own writing for a more balanced output. After
all, writing is all about thinking.
- Only after the writer thoroughly examines the subject through
writing and is satisfied with the ideas discovered, does he or
she polish the writing for the reader. This is where the writer
starts deciding on the style and organization to be used
depending on the target readers and the nature of the text. This
is where the writer also decides which critical strategies to use
for writing the final draft.
- Critical thinking yields several strategies that you are likely to
use in academic writing. Many of your writing assignments
may reflect just one of the strategies or a combination of them.
- For the sake of clarity, these strategies have been arranged in
the order of complexity of the critical thinking that they
require. Keep in mind that these strategies often overlap with
each other. You may use comparison and contrast when you
are synthesizing information, but you may also synthesize the
results of a causal analysis. You may also use several of these
analytical strategies when you write an evaluation.
Analysis
- The basis of many other strategies is the process of breaking
something into its parts and putting the parts back together so
that you can better understand the whole.
- When you seek to explain the causes and effects of a situation,
event or action, you are trying to identify their origins and
understand their results. You may discover a chain of events
that explain the causes and effects. How you decide where the
boundaries of causal analysis are depends on your thesis and
your purpose for writing.
Synthesis
- A tad more complex than the analytical strategies that have
just been discussed. In synthesizing information, you must
bring together all your opinions and researched evidence in
support of your thesis.
- You integrate the relevant facts, statistics, expert opinions, and
whatever can directly be observed with your own opinion and
conclusions to persuade your audience that your thesis is
correct. Indeed, you use synthesis in supporting a thesis and
assembling a paper.
- The example below shows the writer synthesizing his ideas
about how prejudices and cultural orientation transform voice
as a writer at different stages of the writing process.
- How to write a synthesis?
• Identify the appropriate texts to use. You may find it
helpful to use the notes and references in one appropriate
source to find other relevant sources.
• Read the sources carefully in relation to your purpose.
Take notes or annotate your own copies to be able to
retrieve relevant information easily.
• Think about the connections among the various sources.
Do any of the sources agree or disagree on any points?
Does one source provide background for another? Does
one source take up where other leaves of? Does one
source provide an example of an idea discussed in another
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source? Do any common ideas or viewpoints run through
all the sources?
• Based on the pattern of connections you have seen among
the various sources, develop an overall point or
conclusion to serve as the organizing thesis of your
synthesis.
• Develop a plan for presenting the various parts of the
information in a unified way.
Evaluation
- The most complex of all analytical strategies and uses many of
the other analytical techniques.
- In applying this strategy, you first establish the criteria you
will use to evaluate your subject, apply them to the specific
parts of the subject you are judging, and draw conclusions
about whether your subject meets those criteria.
- In the process of evaluating a subject, you will usually be
called upon to render some analysis and synthesis and even
use persuasive or argumentative techniques.
• Establish the evaluation criteria
• Select the characteristics you will apply those criteria to
• Evaluate how well the selected characteristics meet the
criteria
• Present your results, along with examples, to support your
premise
Persuasion
- This aimed at changing the beliefs or opinions of the readers
or at encouraging them to accept the credibility or possibility
of your opinion or belief. You do not have to convince them to
embrace and adapt to your own opinions and beliefs offhand,
although that is more preferential. Rather, you have to
convince them to consider you by keeping an open mind.
- At some level, all writing has a persuasive element. You may
simply be persuading your reader to continue reading your
writing or even to accept your credibility—that you know your
subject area. In fiction writing, you persuade your readers to
believe your plot and dialogues, enough for them to finish the
story down to the last chapter.
- You can make your writing persuasive by responding to the
needs and demands of your readers. When you keep them in
mind, you can identify with their points of view and attitudes.
Use your style and tone to show respect for your reader. Offer
your reader arguments and evidences to support your opinion
or belief.
Effective Critical Writing: An Introduction
- Critical thinking delves beneath the surface of things, turning
them into objects for study, interpretation, and judgement. The
aim of critical writing is to express these thoughts.
- Effective critical writing offers a rigorous and thorough
argument composed in clear, concise, and natural
language that obeys the rules of grammar.
1) Write a rigorous & thorough argument
- Always ensure that your argument deals with
the terms and scope of the question posed to you.
- When you posit an argument, you need to illustrate it with
strong and sustained textual evidence (and, often,
secondary sources), linked together with your articulate
and thoughtful analysis. Your personal judgments are only
the beginning of an academic argument, when they are
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
grounded in a sound knowledge of the text and its nuances,
when they move from opinions to arguments.
- Literary criticism is neither wholly objective, nor wholly
subjective. There are no right or wrong analyses, only
well- and poorly-argued ones.
- A strong argument begins with an effective thesis
statement.
- A paragraph should be like an essay in miniature, with a
discrete (unique) purpose, and a beginning, middle, and
end. It should begin and end with analytical statements,
rather than with descriptions, paraphrases, or quotations.
- A strong argument uses clear and confident language to
present its ideas and evidence, avoiding non-committal
phrases like “perhaps” or “this might be interpreted to
mean”. If you’re uncertain about your interpretation,
buttress it with more (or better) textual evidence–or do
some thinking about whether what you’re writing is what
you truly think.
- When responding to a text, don’t simply retell the story or
argument in your own words. Assume that the reader
shares your well-earned mastery of the text. Weave the
text’s narrative into the pattern of your argument and
analysis. This usually means that you don’t need
(necessarily) to stick to the author’s chronology of events:
move laterally through the material, according to your
own priorities. Make the plot serve your analysis, not the
other way round.
- In sum, show the reader that you’re truly engaged with
the both text and with the question(s) at hand.
Writing an Effective Thesis Statement
- The thesis statement tells your reader (1) what you will argue,
and (2) how you will argue it (what categories of evidence you
will use).
- It is more than just a topic sentence or starting point.
- Here is a weak thesis:
• Shakespeare uses metaphors to express Romeo and
Juliet’s feelings.
- Here’s a more effective version:
• Shakespeare uses the metaphors of beholding and reading,
in Romeo and Juliet’s conversations, to express their
desires and judgements.
- This is more effective because it’s explicit
about which feelings you’ll discuss, and it tells the reader
what evidence you’ll examine.
Faulty Arguments
- Strong writers argue with the confidence that comes from
resourceful use of evidence. Weak writers state and restate
arguments to make up for faulty or absent evidence.
- One sure sign of weak argumentation is an abrupt shift at the
end of a paragraph or essay from bland analysis and excessive
quotation to over-confident assertions: “thus we see…”
“therefore it is clear…”. This is too glib to be trusted: your job
is to make it clear, transitioning smoothly between close
readings of your chosen (few) quotations and natural
conclusions.
2) Use clear, concise, & natural language
- Be active, engaging, and clear in your style. Critical
writing is a highly self-conscious, if not paranoid, act: you
write with an imaginary (and acutely critical) reader
J.A.K.E 7 of 10
looking over your shoulder. Ensure that every word in a
sentence needs to be there; superfluous words clutter the
page and give the impression that you’re being evasive.
- The greatest challenge in critical writing is to present
ideas you have spent many hours crafting and clarifying
as if they occurred to you naturally, without excessive
strain or effort. The same applies to the structure of your
argument: while you need a logical argument, you must
conceal the blueprints after you build the house. Avoid
phrases which simply turn your point-form notes into
prose, like “In this essay I will argue…” or “In
conclusion…” or “The idea of appearance versus reality
also appears in Act II, Scene 3.” Essays should show the
product, not the gestation, of your ideas.
Analysis / Description / Paraphrase / Quotation
• Think of these four modes of writing on a spectrum: at one
end, there’s a purely analytical statement (eg. “Hamlet is a
play about epistemological uncertainty”).
• For more on selecting quotations, see here.
• At the other end of the spectrum, there’s pure quotation: words
quoted directly from the text (“To be or not to be”).
• Description and paraphrase are modes between these two
extremes: they tell the reader about the text in your own
words–describing events and dialogue, paraphrasing speeches,
and so on.
• You can see how these two modes allow for analytical leeway:
you inform the reader what’s happening, and add your own
analytical twist (eg. “Hamlet’s musings on Claudius’ guilt
reveal his epistemological uncertainty”).
• What should you do with this information? Think of
paraphrase and description as a way to balance analysis with
description. All four modes of writing have a place in your
writing, and both ends of the spectrum need each other: you
need description to tell the reader what’s happening, and
analysis to tell the reader what to think (or what you’re
thinking). Use paraphrase and description to move between
them, to make the distinction less overt.
• Be direct
- Rather than saying, “In Hamlet, revenge is depicted as…”,
say it outright: “Hamlet depicts revenge as…”.
- Avoid the passive voice, where possible: don’t say,
“Tybalt is killed by Romeo” when it’s more direct to say,
“Romeo kills Tybalt.” Here are some resources on how to
identify and avoid it, from the writing centres
at Toronto and Purdue and UNC Chapel Hill.
- There are exceptions to this rule, as to most: when
you truly don’t know who did an action. It’s appropriate,
even necessary, to ask (for example), “Where were these
peaches grown?” If you don’t know where they grew, it
likely follows that you don’t know who grew them.
• Be confident
- Rather than writing, “It seems that Horatio is a loyal
friend”, try the more direct, “Horatio is a loyal friend.”
Avoid non-committal phrases like “perhaps” or “this
might be interpreted to mean.” If you can’t strengthen an
assertion with textual evidence, don’t bother making it.
- Audience responses, which are notoriously unpredictable,
are an exception to this rule. (eg. You can argue that a
speech is designed to elicit sympathy, not that
it will evoke sympathy from an audience.
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
• Be explicit
- Don’t shy away from your critical responsibilities, or
pretend that you know something you don’t. Don’t tell
your reader that “it is clear”or “it can be argued that”
when your task is to make the argument or idea clear.
• Be concise
- Ensure that every word in every sentence needs to be
there. If you can remove it without changing the meaning,
do so. The same goes for sentences within paragraphs.
- The most elegant writing is also the most economical.
Unnecessarily long words and wordy phrases strain the
reader’s sense that you truly believe what you are writing,
rather than cloaking it in unnecessary verbiage.
- To improve the flow of your argument and the cadences
of your sentences, try reading your early drafts aloud as
you revise them. This technique also helps you avoid run-
on sentences, in which you lose the original idea by the
end of the sentence, a phenomenon I’m demonstrating in
this very sentence, which is, if you are reading it aloud,
already incoherent.
- My assignments have maximum word-limits because it is
far more difficult, and more important, to be concise than
to be verbose.
- Most writers love to fill space with words — the length of
this web page is all the evidence you need. Many of those
words are unnecessary verbiage, or words that merely
take up space without contributing to your argument.
Here are some egregious examples:
• For many centuries, Romeo and Juliet has been read by
countless numbers of people.”
• Sure, and many of them have been reluctant undergraduates
eager to impress their professors with claims of Shakespeare’s
timeless genius or statements of self-evident literary history.
• “This play is an example of how society can dictate rigid lives
and teaches us to step back and look at our lives apart from
outside expectations.”
• Well, maybe. I appreciate the sentiment that literature can
teach us to experience the world differently. But bland
therapeutic pronouncements about text X teaching us moral
lesson Y usually replace rigorous evidence-based arguments
about that text.
• Specific terms & phrases to avoid
“This piece by Sir Philip Sidney…”
• Be precise and direct. In modern usage, ‘piece’ means a
short article (“Your piece in the New York Times“) or brief
artistic/literary compostion (a piece of music, of rhyme). Can
everybody agree to use more precise words than ‘piece’?
“Through this text society learns valuable lessons.”
• No, individual readers read texts. They might together alter
the social fabric, but society is not a hive mind: it cannot
read or learn anything. As Margaret Thatcher said in one of
her rare moments of critical lucidity, there’s no such thing
as society.
Malapropisms
- These are words used mistakenly, in the place of a similar-
sounding other words””often with amusing results. In Richard
Sheridan’s play The Rivals (1775), Mrs. Malaprop commits
this error all the time: “she’s as headstrong as an allegory
[alligator] on the banks of Nile,”
- for instance. “Michelangelo painted the Sixteenth [Sistene]
Chapel” is another example. Most student examples are more
J.A.K.E 8 of 10
feasible (and less ludicrous) than that, and they tend to fall into
the category of what Fowler’s Modern English Usage (1926)
calls “the love of the long word.”
- This is a trap that students often fall into, in an effort to make
their language sound impressive, at the expense of clarity,
precision and directness: virtuosity for virtue, orientate for
orient. H. W. Fowler also wrote The King’s English (1906),
which begins with this advice: “Any one who wishes to
become a good writer should endeavour, before he allows
himself to be tempted by the more showy qualities, to be direct,
simple, brief, vigorous, and lucid.”
- And this is Fowler’s advice on diction (word choice): “Prefer
the familiar word to the far-fetched. Prefer the concrete word
to the abstract. Prefer the single word to the circumlocution.
Prefer the short word to the long.” Enough said.
3) Follow the rules of grammar
- Grammatical errors are the easiest to fix, and are therefore
the most exasperating to your readers.
Specific matters of grammar:
• Avoid singular/plural errors when you’re trying to avoid
gender-specific language. Rather than saying, “The
reader understands that they are not given the full story,”
say “Readers understand that they are not given the full
story.”
• Write in the ‘timeless present’ tense, not mixing past and
present verb-tenses. Don’t write “This was one of the
recurring themes in the book. There are numerous moments
when it appears.” Instead, use the present tense throughout:
“This is one of the recurring themes…” etc.
• Don’t make semicolon errors; they are to be used only
between complete sentences, or between articles in a list
which consist of multiple words (eg. “Daniel Price addresses
his sermon to three classes of readers: his dedicatee Charles;
former members of Henry’s household; and young men who
neglect their spiritual duties”).
• “Never” use quotation marks for “emphasis.” It’s not only an
absurd misuse of this punctuation (whose purpose is to quote
something from a source), it also suggests an ironic meaning
for the highlighted word, which is the purpose of single
quotations (eg. Shall we ‘deconstruct’ the zoo after our field
trip?). The error of quotation marks for emphasis occasionally
results in amusing ironies itself (eg. I “appreciate” your
grammatical smugness.).
- For other amusing examples, visit The “Blog” of
“Unnecessary” Quotation Marks.
• Use two long dashes or two double-hyphens–not single-
hyphens–when interjecting a parenthetical word or
statement.
• Finally, join the campaign to end the two most pervasive
errors in English grammar:
- it’s = it is (or it has), while its= the possessive form of the
pronoun ‘it’
- For example: “It’s in its infancy.”
- plural forms of words very rarely require an apostrophe
Citation Style
- Follow the MLA citation style. as outlined in the MLA
Handbook for Writers of Research Papers. Always include a
Works Cited section at the end of your essay.
- Remember that you are citing authors, not editors: don’t
list Romeo and Juliet under its modern editor, but under
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
Shakespeare.Don’t introduce a sentence by saying ‘In Act III
Scene 7, Enobarbus tells Cleopatra…”; rather, quote the
character and then close the sentence with the citation
(III.7.35). Remember that the citation always goes at the end
of your sentence, even if the quotation ends in the middle.
ARGUMENTS IN CRITICAL WRTING
Discussed by Prof. Chinone
Academic Argument
- The term ‘argument’ is used in everyday language to describe a
dispute or disagreement between two or more people. However,
within written academic work, the presence of an argument
does not always indicate a disagreement.
An argument can be used to
• Support something we think has merit – a position, a point of
view, a program, an object.
• Persuade someone that something would be beneficial to do (or
not to do) – a course of action.
• Convince someone that something is true, likely to be true or
probable – a fact, an outcome.
• Show someone the problems or difficulties with something – a
theory, an approach, a course of
• action.
• Reason with someone to get them to change their mind or their
practice.
A Good Argument
- A good argument should be convincing. You should find
yourself believing the claim, or at least finding the conclusion
reasonable. This entails several things:
• acceptable or reasonable premises (likely to be true)
• evidence or reasons that are relevant to the claim
• reasons which provide sufficient grounds to lead us to
accept the claim. These are called the acceptability,
relevance and grounds of an argument. If an argument
satisfies these three conditions, it is likely to be a good
argument.
How do I write an argument?
• Ensure you understand the question. What do you have to do?
What issues do you need to cover?
• Do your research. What do we know about this issue? What do
the researchers say? What are the debates, the problems?
• Go back to the question and consider your answer, given your
research and what you have learnt. This will be your claim.
Make it very clear what position or point of view you are taking.
• How will the evidence from your research support your case?
- Integrate supporting evidence by quoting and/or
paraphrasing.
- Acknowledge counter arguments/counter evidence.
- Use linking words and discourse markers to draw
connections between your argument and the evidence
and/or counter evidence.
• Argue for this position in an academic context. Consider your
claim and supporting premises and draw out the implications:
- Why am I saying this here?
- What point am I trying to make?
- What does this evidence show?
J.A.K.E 9 of 10
• Make sure your essay has a clear, logical structure with
relevant points which lead to the conclusion. It should be easy
for your readers to follow where you are heading and why.
Building Good Arguments
- Students and professionals usually follow two established
methods that are effective both in academic and professional
settings. You may choose whatever you deem is more
effective depending on the type of issue that you raise.
Toulmin Method
- Philosopher Stephen Toulmin offers six elements of a well-
reasoned argument and explains how they all work together.
1) Claim
- A debatable statement that requires proof.
• Fact – Example: Today is Sunday.
• Judgment or Evaluation – Example: Brand X is more
effective in removing stains than Brand Y.
• Policy – Example: All students, both senior high
school and college, should wear their IDs at all times
inside school premises.
- Keep in mind that a claim is only the starting-point for a
fully developed argument.
2) Reason
- A statement justifying the claim (e.g. a “because”-clause).
A reason then invites evidence (sometimes called data) to
support a claim and show its validity.
- For example:
• "You do not have to study for the exam [CLAIM]
because classes are suspended today” [REASON].
• How do you know that? “The University has already
made an announcement through their social media
accounts and official website” [EVIDENCE].
• However, will your audience believe the evidence?
That might depend on the credibility of University’s
social media pages and website, or whether
whomever you are trying to convince is willing to
accept that the social media accounts and the website
you stated are authentic and verified. If your audience
accepts the evidence, they will see your claim as
valid.
3) Qualifier
- A word or phrase (adjective or adverb) that limits the
scope or “generalizability” of your claim. Without a
qualifier, your claim may seem too broad or unrealistic for
your readers.
- For example, if you say "The citizens dislike the current
government" you would be making an overstatement or
overgeneralization. It is simply not true that "all" citizens
dislike the current government. Hence, a more reasonable
claim, a claim for which you are likely to find supporting
evidence, would be "Many citizens dislike the current
government."
- Using qualifiers appropriately also helps you to avoid
binary or “either/or” thinking, which can invalidate an
argument.
- Instead of using the following qualifiers:
• Always
• Never
• All
• None, no
 CRITICAL READING, WRITING & THINKING – BSN 2ND YEAR 2ND SEMESTER MIDTERM 2022
• Totally, completely, absolutely
- Try using the following qualifiers:
• Sometimes, at times, occasionally, usually, frequently
• Many, many a, some, more (or if applicable, a precise
number or amount)
• A small number, a few, most (or if applicable, a
precise number or amount)
• Likely, possibly, probably
4) Warrant
- An assumption or point of agreement shared by the arguer
and the audience.
- In argument, we rely frequently on these fundamental
shared assumptions. Warrants may remain unspoken (but
understood) when a writer and reader can be expected to
know or agree on them. This is normally the case for
general knowledge and widely accepted facts.
- If readers do not share the same assumptions about the
validity of the writer’s evidence, or if they do not
recognize the assumption, they might not accept the
evidence or claim.
5) Backing
- Additional information that justifies or enhances the
credibility of your evidence. You need this to ensure that
you audience will accept your evidences or claims.
- For example, if you give evidence like "Our Lady of
Fatima University is one of the top-quality educational
institutions in the Philippines," you may need to add,
"They have produced hundreds of board exam top-
notchers in the past with a 100% passing rate for many
college programs across its six campuses."
- For this backing to work, you and your audience must
share an understanding about what having numerous
board exam top-notchers and a perfect passing rate
implies. This understanding would be a warrant.
6) Conditions of Rebuttal
- The potential objections to an argument. To deal with
possible objections, imagine a skeptical yet reasonable
reader poking holes in your claim and reasons or coming
up with opposite, equally valid reasons.
Rogerian Method
- (Named for, but not developed by, influential American
psychotherapist Carl R. Rogers) is a popular method for
controversial issues. This strategy seeks to find a common
ground between parties by making the audience understand
J.A.K.E 10 of 10
perspectives that stretch beyond (or even run counter to) the
writer’s position. It places an emphasis on reiterating an
opponent's argument to his or her satisfaction. The persuasive
power of the Rogerian Method lies in its ability to define the
terms of the argument in such a way that:
• Your position seems like a reasonable compromise
• You seem compassionate and empathetic
1) Introduction
- Introduce the issue to the audience while sticking with
objectivity as much as possible.
- “The issue of whether nursing students should apply for
internship in hospitals with COVID-19 cases or not is still
subject to extensive discussion.”
2) Opposing View
- Explain the other side’s position in an unbiased way.
- “Some parents believe that internship in hospitals, in spite
of the current pandemic, is essential for learning and for
boosting the students’ professional and technical
competence.”
3) Statement of Validity (Understanding)
- This section discusses how you acknowledge how the
other side’s points of view can be valid under certain
circumstances. You identify how and why their
perspective makes sense while you still present your own
argument.
- “Those parents who agree with the internship argue that
working in hospitals amidst the surge in COVID-19 cases
opens up more opportunities for the students to learn and
accept the reality of their future profession.”
4) Statement of Your Position
- In this section, you explain your own stance.
- “Students should not be forced to pursue internship in
hospitals with active cases of COVID-19 because the risks
and disadvantages outweigh the projected benefits.”
5) Statement of Contexts
- Explore scenarios in which your position has merit.
- “However, although the lack of professional merit and
insufficiency in technical knowledge among students
increase their chance of contracting the infection,
internship should still be offered as an option, provided
that all safety standards and protocols are strictly
observed.”
6) Statement of Benefits
- You should conclude by explaining to the opposing side
why they would benefit from accepting your position.
- “Although both sides offer their own advantages and
disadvantages, the safety of the students should still be
prioritized above everything else as learning does not
mean anything if something bad happens to the students
in the process.”
- You have to be objective as much as possible without
sacrificing your own stance. You should end your
argument with clarity about what you are arguing for.
Review well! Good luuuckk pipol :)) – Aki