ACADEMIC WRITING:

CRITICAL THINKING
Critical Evaluation
Prepared by P. Healy and M. Unwin
This session we will:
 Define critical thinking
 Distinguish productive from receptive skills
 Look at tips for reading critically
i. Finding the argument
ii. Evaluating the argument
 Look at tips for writing critically
i. Anticipating counterarguments
ii. Avoiding generalisations
iii. Hedging
 What is critical thinking?

“Critical thinking is just negative thinking!

Isn’t it?”

 No! It involves a number of processes.

 It means that you don’t just accept an argument,

you examine it.

Critical thinking: definitions
 Critical thinking is reasonable, reflective thinking
that is focused on deciding what to believe and do.
(Ennis, 2002)
 Critical thinking calls for the persistent effort to
examine any belief or supposed form of knowledge
in the light of evidence that supports it and further
conclusions to which it tends. (Glaser, 1941)
Three main components
 Persistence: look at the theory from different
perspectives and more than once
 Evidence: does it support the interpretations that
have been made of it- are there other possible
interpretations of the evidence?
 Implications: what does it mean – is that which
follows sensible or is it a case of ‘that way madness
lies…’ ?
Would you
use this
book in
your
studies?
 Would you
buy a
secondhand
car from
this man? Good 0l’ Uncle Bob
 It’s like buying a second hand car

You have to:

Analyse - look at the tyres, paintwork etc.
ie look at what the text seems to be saying
Reason – MOT? Etc ie look at the evidence
Evaluate – consider good and bad pts
Problem solve – think about the consequences of buying it / using
it in your assignment
Make the decision. Are you going to buy the car?
use the source?
Structure of Critical Thinking
Productive and receptive skills
 Productive = writing and speaking
 Receptive = listening and reading
 Receptive ≠ passive – must engage with text to
score well.
Critical Reading : selecting texts

 Titles, sub-titles and text features

 Many books and articles have both a title and a sub-title:

 The Right to Have Rights:

 Citizenship Practice and the Political Constitution of the EU.

 The title is usually shorter; the sub-title often gives more information
about the focus.
 Are you really going to use that source?
Author
Is the writer well-known in his/ her field? What else has he/ she published?
Publication date and edition
Do not use a first edition if there is a (revised) second edition available.
Abstract
See section below.
Contents
A list of the main chapters or sections. This should tell you what proportion of the
text is devoted to the topic you are researching.
Introduction or preface
This is where the author often explains his/ her reasons for writing, and also how
the text is organised.
References
This list shows all the sources used by the author and referred to in the text. It
should give you some suggestions for further reading.
Bibliography
These are the sources the author has used but not specifically referred to.
Index
An alphabetical list of all the topics and names mentioned in a book. If, for
example, you are looking for information about a person, the index will tell you if
that person is mentioned, and how often.
Critical reading
When reading, you need to think about:

 Choice of content. Is it fact, opinion, belief?

 Compare ‘London is the UK’s capital city.’ and
 ‘London is the best city in the world’
 ‘Magpies are attracted to shiny objects’

 How the language is being used.

Choice reflects the writer’s beliefs.

 What is the structure of the discussion?

Is it giving a reason or conclusion?
Is it showing a cause or effect?
Is it giving evidence or illustration? 

Ref: Curland, DJ, http://criticalreading.com/choices_ingredients.htm, accessed on 16.10.09

When reading you need to
 Identify the main line of reasoning in what you read
 Critically evaluate the line of reasoning
 Identify hidden agendas
 Evaluate evidence in the text
 Look for bias
 Identify the writer's conclusions
In other words
 Identifying the main line of reasoning in what you read or write
 What is main argument or line of reasoning?
 Is the line of reasoning clear from text?

 Critically evaluating the line of reasoning for what you read or write
 Note any statements from text which strengthen its line of reasoning or prove argument.
 What statements, if any, undermine argument?
 Are points made in best logical order?

 Identifying hidden agendas in your sources and in your own writing

 What hidden agendas might writer have that might make you question contents or
conclusions of passage? Consider what they might hope to gain through writing this piece.
 What information might be missing that could paint a different picture?
And
 Evaluating evidence in text
 What kinds of evidence or examples does writer use? How reliable and useful is
this evidence?
 Does it really support argument? Is 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?

 Looking for bias

 Do you think there may be any bias in 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 writer?
Finally
 Identifying the writer's conclusions
 Does the evidence support the writer's conclusions?
 Does the line of reasoning lead you to make the same conclusions?
Finding the argument-tips
 The writer’s Position (ie Conclusion) should be
found in thesis statement
 at end of intro and always stated in conclusion
 Language- ‘This paper will...’

 Also need to discern premise from interpretation

 Both premise and interpretation may be questionable
too
Identifying the Thesis statement
 The thesis statement is probably the single most
important part of an article or essay, so when
you’re reading, you want to pay special attention to
finding the thesis statement.

 The thesis statement tells you the writer’s main

opinions and how he or she is going to prove those
opinions are true.
Finding the thesis statement
 Look for key words like this essay, this article, or this
paper. Thesis statements also tend to contain the same key
words that you see in essay questions: analyse, discuss,
explore, evaluate, etc.
 Look in the right place. The thesis statement usually
comes at the end of the introduction (but remember, in
academic articles introductions can sometimes be very
long- up to a few pages).
 Look for the information that thesis statements are
supposed to give: an overview of the most important
opinions to be supported in the article, essay or report.
Finding the Thesis Statement
A recent initiative by pharmaceutical companies to sell their
medication relatively cheaply in the developing world has been
welcomed by politicians and lauded in the press. Millions of children
still die annually from diseases such as malaria and polio which have
been either eradicated through inoculation in the developed world or
are no longer lethal due to the development of cures. The move by
the Global Alliance for Vaccines and Immunisation, (Gavi) is seen as
a magnanimous and humanitarian attempt to value human life above
profit. There is, however, an alternative interpretation of the
involvement of pharmaceutical companies. This essay will argue that
scientific developments in emerging countries, large stockpiles of
ageing drugs and reputational benefits have influenced the
multinational pharmaceuticals more significantly than any altruistic
motivation.
Finding the Thesis Statement
A recent initiative by pharmaceutical companies to sell their
medication relatively cheaply in the developing world has been
welcomed by politicians and lauded in the press. Millions of children
still die annually from diseases such as malaria and polio which have
been either eradicated through inoculation in the developed world or
are no longer lethal due to the development of cures. The move by
the Global Alliance for Vaccines and Immunisation, (Gavi) is seen as
a magnanimous and humanitarian attempt to value human life above
profit. There is, however, an alternative interpretation of the
involvement of pharmaceutical companies. This essay will argue that
scientific developments in emerging countries, large stockpiles of
ageing drugs and reputational benefits have influenced the
multinational pharmaceuticals more significantly than any altruistic
motivation.
argument = premise(s)+ interpretation+ conclusion
Premise and Interpretation
A premise is a statement that an argument claims will induce
or justify a conclusion.
ie a premise is an assumption that something is true.

In logic, an argument requires a set of (at least) two

declarative sentences (or "propositions") known as
the premises along with another declarative sentence
(or "proposition") known as the conclusion.

This structure of two premises and one conclusion

forms the basic argumentative structure.
Premise and interpretation

‘Socrates is a man’

and

‘All men are mortal’

Therefore...

‘Socrates is mortal’

true premises + valid argument = true conclusion

 The proof of a conclusion depends on both the truth of the premises and
the validity of the argument.

 PR1:  Alligators are reptiles. <--- true premise

PR2: All reptiles wear boots. <---- false premise
Therefore,
Conc: Alligators wear boots <---- false conclusion 

PR1: Blueberries exist. <---- true premise

PR2: Anything that exists is the colour blue<--- false premise
Therefore,
Conc: Blueberries are the colour blue. <---- true conclusion
Distinguishing premises from conclusions is a skill that requires
both practice and close attention to the nuances of language.
Here are some tips that will help you separate premises from
conclusions:

1. Look for premise indicators--words like because, since, for, and given
that--that provide clues when premises are being offered.

2. Look for conclusion indicators--words like therefore, thus, hence, and

so--that provide clues when conclusion indicators are being offered.

3. If the passage contains no indicator words, try these two strategies:

a. Ask yourself, "What claim is the writer or speaker trying to prove?"
That claim will be the conclusion.

b. Try putting the word "therefore" before each of the

statements in turn. The statement it fits best will be the conclusion.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
A good society treasures its dissidents and mavericks
because it needs the creative thinking that produces new
hypotheses, expanded means, a larger set of alternatives,
and, in general, the vigorous conversation induced by
fresh ideas. (Nel Noddings, Philosophy of Education, 1995)

Identify the premise(s) and conclusion in this argument.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
A good society treasures its dissidents and mavericks because it
needs the creative thinking that produces new hypotheses,
expanded means, a larger set of alternatives, and, in general, the
vigorous conversation induced by fresh ideas. (Nel Noddings,
Philosophy of Education, 1995)

Premise: A good society needs the creative thinking that that

produces new hypotheses, expanded means, a larger set of
alternatives, and, in general, the vigorous conversation induced
by fresh ideas.

Conclusion: A good society treasures its dissidents and

mavericks.

Notice the word because in this passage. This tips us off that a
premise is being offered.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Since in American schools every child is unique and of equal
worth with every other child, academic competition, which
subverts this egalitarian and individualist creed, must be
discouraged. (Stated but not endorsed in E.D. Hirsch, Jr., The

Schools We Need and Why We Don’t Have Them, 1996)

Identify the premise(s) and conclusion in this argument.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Since in American schools every child is unique and of equal
worth with every other child, academic competition, which
subverts this egalitarian and individualist creed, must be
discouraged. (Stated but not endorsed in E.D. Hirsch, Jr., The
Schools We Need and Why We Don’t Have Them, 1996)

Premise 1: In American schools every child is unique and of

equal worth with every other child.

Premise 2: Academic competition subverts this egalitarian and

individualist creed.

Conclusion: Academic competition must be discouraged.

Here the premise indicator since helps us to identify the first

premise.
From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Make a will. Otherwise, the state will determine who gets your
stuff.

(Andrew Tobias, "Isn't It Time You Faced the Future?" 2001)

Identify the premise(s) and conclusion in this argument.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Make a will. Otherwise, the state will determine who gets your
stuff.

(Andrew Tobias, "Isn't It Time You Faced the Future?" 2001)

Premise: If you don't make a will, the state will determine who
gets your stuff.

Conclusion: You ought to make a will.

The word otherwise often functions--as it does here--as premise

indicator.

Notice that both the premise and the conclusion have been
rephrased slightly. The premise has been rephrased in order to
make it a complete sentence. The conclusion has been restated
in order to make clear that it is intended as a statement rather
than as a command.
From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Research universities also must aggressively support teaching.
After all, a significant percentage of their students are
undergraduates, and such institutions are clearly obligated to
provide them a quality education.

Ernest L. Boyer, Scholarship Reconsidered, 1990)

Identify the premise(s) and conclusion of this argument.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Research universities also must aggressively support teaching.
After all, a significant percentage of their students are
undergraduates, and such institutions are clearly obligated to
provide them a quality education.

Ernest L. Boyer, Scholarship Reconsidered, 1990)

Premise 1: A significant percentage of research universities'
students are undergraduates.

Premise 2: Such institutions are clearly obligated to provide

undergraduates with a quality education.

Conclusion: Research universities also must aggressively

support teaching.

Notice the phrase "after all." This phrase is often used as a

premise indicator.
From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
No one who observes people can pretend that in fact they always
seek anything like their own long-run advantage. If this were the
case only stupidity could explain how frequently and obviously
they act contrary to their own long-run advantage. People are not
that stupid!
(Charles Hartshorne and Creighton Peden, Whitehead's View of Reality,
1981)

Identify the premise(s) and conclusion in this argument.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
 No one who observes people can pretend that in fact they always seek
anything like their own long-run advantage. If this were the case only
stupidity could explain how frequently and obviously they act contrary
to their own long-run advantage. People are not that stupid!
(Charles Hartshorne and Creighton Peden, Whitehead's View of Reality,
1981)

 Premise 1: If people always seek anything like their own long-run

advantage, then only stupidity could explain how frequently and
obviously they act contrary to their own long-run advantage.
 Premise 2: People are not that stupid.
 Conclusion: No one who observes people can pretend that in fact they
always seek anything like their own long-run advantage.
 Here again there are no standard indicator words to assist us.
However, by sticking "therefore" in front of each of the three
sentences in turn, we can see that only the first sentence makes sense
as the conclusion.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Many people yearn for a return to "religiousness" to education,
so they press for laws permitting vocal prayer in the classroom.
But I cannot join them. Vocal prayer in class dictates a consensus
that does not exist in our pluralistic society, and any prayer that
is so vaguely worded that it sounds agreeable to all is, by my
limits, no prayer at all.
(Parker J. Palmer, To Know As We Are Known: Education as a
Spiritual Journey, 1993)

Identify the premise(s) and conclusion of this argument.

 Many people yearn for a return to "religiousness" to education, so they
press for laws permitting vocal prayer in the classroom. But I cannot
join them. Vocal prayer in class dictates a consensus that does not exist in
our pluralistic society, and any prayer that is so vaguely worded that it
sounds agreeable to all is, by my limits, no prayer at all.
(Parker J. Palmer, To Know As We Are Known: Education as a Spiritual
Journey, 1993)

 Premise 1: Vocal prayer in class dictates a consensus that does not exist in our
pluralistic society.

 Premise 2: Any prayer that is so vaguely worded that it sounds agreeable to all is, by
my limits, no prayer at all.

 Conclusion: Although many people yearn for a return to "religiousness" to education,

and for this reason press for laws permitting vocal prayer in the classroom, it would be
a mistake to enact such laws.

 In this argument, while it is relatively easy to identify the premises, it is tricky to

accurately state the conclusion. Notice how some creative rephrasing is necessary in
order to capture precisely the claim the writer wants to defend.

From: highered.mcgraw-hill.com/sites/dl/free/.../bassham_powerpoint_ch02a.p ..
Premise and interpretation
Despite the controversy surrounding it, stem cell research has
led to the discovery of cures which would not have been
otherwise available. Work is already under way using stem
cells in the race to cure cancer, Parkinson’s disease and
multiple sclerosis (Lindvall, 2003). In addition to these cures,
at one research centre alone between 1985 and 1999, more than
5,000 patients received transplanted organs grown from stem
cells (Marr et al, 2001). According to Pazdur (2007) transplants
can prolong the lives of patients and in many cases alleviate
pain. In all of these areas, researchers have been working for
decades, but it is only since the discovery of stem cells that
developments have progressed so quickly.
 Premise and interpretation
Despite the controversy surrounding it, stem cell research has
led to the discovery of cures [premise 1] which would not have
been otherwise available [premise 2]. Work is already under way
using stem cells in the race to cure cancer, Parkinson’s disease
and multiple sclerosis (Lindvall, 2003). In addition to these
cures, at one research centre alone between 1985 and 1999, more
than 5,000 patients received transplanted organs grown from
stem cells (Marr et al, 2001). According to Pazdur (2007)
transplants can prolong the lives of patients and in many cases
alleviate pain. In all of these areas, researchers have been
working for decades, but it is only since the discovery of stem
cells that developments have progressed so quickly [conclusion].
 stem cell research has led to the discovery of cures
[premise 1]

+
which would not have been otherwise available
[premise 2]

it is only since the discovery of stem cells that developments

have progressed so quickly
[conclusion].
 stem cell research has led to the discovery of cures
[premise 1] True premise

+
which would not have been otherwise available
[premise 2] False premise

Valid argument

it is only since the discovery of stem cells that developments

have progressed so quickly
[conclusion].
False conclusion
 Reread this introduction
 A recent initiative by pharmaceutical companies to sell their medication
relatively cheaply in the developing world has been welcomed by
politicians and lauded in the press. Millions of children still die annually
from diseases such as malaria and polio which have been either
eradicated through inoculation in the developed world or are no longer
lethal due to the development of cures. The move by the Global Alliance
for Vaccines and Immunisation, (Gavi) is seen as a magnanimous and
humanitarian attempt to value human life above profit. There is,
however, an alternative interpretation of the involvement of
pharmaceutical companies. This essay will argue that scientific
developments in emerging countries, large stockpiles of ageing drugs
and reputational benefits have influenced the multinational
pharmaceuticals more significantly than any altruistic motivation.
The essay continues. Does the writer accept the drug companies
actions as altruistic?

 Pharmaceutical companies have been in a position to alleviate

suffering and save lives in poorer countries for many years.
According to the World Health Organisation, one African child
dies every 30 seconds from malaria, but a fairly effective cure
has been mass produced since the early part of last century
(Coatney, 1953). The World Health Organisation (2009) states
that typhoid, meningitis and tuberculosis kill almost one
million children in the developing world every year. Cures for
these illnesses have, however, been developed and marketed by
multinational pharmaceuticals for decades (Kremer, 2002). If
these companies were truly motivated by altruism rather than
profit millions of lives would already have been saved.
Indentify premises and conclusion
 Pharmaceutical companies have been in a position to alleviate
suffering and save lives in poorer countries for many years.
According to the World Health Organisation, one African child
dies every 30 seconds from malaria, but a fairly effective cure
has been mass produced since the early part of last century
(Coatney, 1953). The World Health Organisation (2009) states
that typhoid, meningitis and tuberculosis kill almost one
million children in the developing world every year. Cures for
these illnesses have, however, been developed and marketed by
multinational pharmaceuticals for decades (Kremer, 2002). If
these companies were truly motivated by altruism rather than
profit millions of lives would already have been saved.
The Argument

Pharmaceutical companies have been in a position to alleviate suffering and

save lives in poorer countries for many years
[Premise 1]
+
According to the World Health Organisation, one African child dies every 30
seconds from malaria
[Premise 2]

If these companies were truly motivated by altruism rather than profit

millions of lives could have been saved
[Conclusion]
The evidence
 The following pieces of ‘evidence’ are presented in support of the
argument that the drug companies are not altruistic ‘good guys’.
Which, if any, support the interpretation- why, why not?

1. Science in countries such as India and Brazil has recently developed far enough to allow
for the creation of medication for HIV, malaria and polio which is as effective as that sold
by multinationals.
2. Companies such as Glaxo-Smith Klein and Pfizer have begun shipping large quantities of
medication that is either approaching or past its sell by date – regulation of this medication
is far more lax in the developing world than elsewhere.
3. Every major media provider (print and broadcast)has covered the development positively
and extensively and 7 serving politicians in Britain alone have made statements praising it
4. Multinational pharmaceutical companies have had the ability to act for more than a decade
and even now could waive any charge for medication in sub-Saharan Africa without fear
of bankruptcy.
The evidence

1. Science in countries such as India and Brazil has recently developed far enough to
allow for the creation of medication for HIV, malaria and polio which is as
effective as that sold by multinationals. ok
2. Companies such as Glaxo-Smith Klein and Pfizer have begun shipping large
quantities of medication that is either approaching or past its sell by date –
regulation of this medication is far more lax in the developing world than
elsewhere. ok
3. Every major media provider (print and broadcast)has covered the development
positively and extensively and 7 serving politicians in Britain alone have made
statements praising it praising an action does not always recognise its motivation
4. Multinational pharmaceutical companies have had the ability to act for more than a
decade and even now could waive any charge for medication in sub-Saharan Africa
without fear of bankruptcy. Any other factors apart from bankruptcy?
Counterargument
 Back to Glazer’s idea of persistence, evidence and
implications
 To be convincing, the writer would need to
examine the counterargument…
 What would the pharmaceuticals say in their
defence?
Consider the Counterargument
 What would the pharmaceuticals say in their
defence?
 Bus. model has allowed for funding of R+D
 without R+D no present or further cures
 Pharmaceuticals are doing what is pos to help while
ensuring future for industry (implications)
Can you think of a counterargument for this?

 ‘…but it is only since the discovery of stem cells

that developments (in terms of finding cures for
illnesses) have progressed so quickly.’
Can you think of a counterargument for this?

 ‘…but it is only since the discovery of stem cells

that developments (in terms of finding cures for
illnesses) have progressed so quickly.’
 Other technological advances concurrently
 Impossible to say solely down to stem cell (does
the evidence support the conclusion?)
 Don’t know where all this is going ( what are the
implications of ‘playing God’)
 Critical Thinking when Writing
 Apply same rigour to own writing as to analysing source
materials.
 Work out early on what your conclusion is and write this down
where you can see it easily. Use this as a guide for what to
read, what experiments to run, what examples to use.
 Before you begin your main piece of writing for an
assignment, write your conclusion on a piece of paper and stick
this at the top of the computer. Keep referring back to this to
ensure that all of your writing leads towards this conclusion.
The outline plan for your writing should map out how each
paragraph leads your reader towards the conclusion.
 Ensure your conclusion can be supported by the evidence If
you cannot find the evidence to support your position, you may
need to change your conclusion.
How can we tighten up the argument?

 Be wary of over-generalisation, be explicit and be

precise
 Compare…
 …but it is only since the discovery of stem cells that
developments have progressed so quickly.
 With
 …but the discovery of stem cells has contributed
significantly to rapid progress in the fields of organ
transplanting and understanding specific illnesses.
Tighten the argument by hedging

 Hedging- using language to lighten the burden of

proof
 Eg
 This essay will argue that scientific developments
in emerging countries, large stockpiles of ageing
drugs and reputational benefits may have
influenced the multinational pharmaceuticals as
much as any altruistic motivation
 Hedging Language - 1
1. verbs: e.g. seem, tend, appear,
believe, doubt, be sure,
indicate, suggest, assume,

2. Certain modal verbs: e.g. may, might, can, could ,

will + adv of frequency

61
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 Hedging Language - 2
4. Advs of freq e.g. often, sometimes, usually

5. Modal adverbs e.g. certainly, definitely, clearly,

probably, possibly, perhaps,
conceivably,
6. Modal e.g. certain, definite, clear,
adjectives probable, possible

62
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 Hedging Language - 3
7. Modal nouns e.g. assumption, possibility,
probability
8. That clauses e.g. It could be the case that…
e.g. It might be suggested that…
e.g. There is every hope that...
9. To-clause + e.g. It may be possible to obtain…
adjective e.g. It is important to develop…
e.g. It is useful to study…
e.g. In order to fully understand x it is
necessary/ important to examine...

63
{Adapted from: www.uefap.com/writing/writfram.htm}
Use hedging language to make these sentences
easier to defend

 Global temperatures are rising and unless human

activity is moderated, catastrophe will strike in the
near future.
 The developed world is heavily dependent on finite
resources and the dangers of this reliance are apparent
and severe.
 It is important to avoid further economic crises similar
to that of 2008 and to do this we need to dismantle the
capitalist economic structure and ‘degrow’.
Use hedging language to make these sentences
easier to defend

 Global temperatures are rising and it is possible that,

unless human activity is moderated, catastrophe may
strike in the near future.
 The developed world is heavily dependent on finite
resources and the potential dangers of this reliance are
becoming apparent and may be severe.
 It is important to avoid further economic crises similar
to that of 2008 and one way to do this is to dismantle
the capitalist economic structure and ‘degrow’.
 Don’t overdo it !
 Imagine being given the following essay topic to write:

“Recent developments in social media demand

revision of the Data Protection Act 1998.”
To what extent do you agree with this statement?

What is the first thing that you should do?

 Analyse the question!

Since 1998? Web-based/mobile techonology

Last 5, 10… years? (e.g. Facebook, Twitter,
YouTube, Google+)
“Recent developments in social media demands
revision of the Data Protection Act 1998.” To what
extent to you agree with this statement?
Means there is a
need to change UK law about safeguarding
personal data
Do I agree &
how much?

What does this mean?
What is ‘age’? What is
childhood? What is a
teenagers? When do you
become an adult? Are
these just social
constructs?

Critically discuss how age is

positioned within idealized
What does
this mean? cultural discourses?
Positioned
by whom?
What does this
mean? Idealized by
whom?
Which culture? (tendency to
be Eurocentric)
Which discourses?
Whose? What type?
 Try to re-write the question in your own words

Eg:How much do you agree that recent changes in web-

based and mobile technology has created a need to change
the Data Protection Act 1998?
Analysing and Understanding Essay Questions

Account for the large-scale immigration

into Malaya in the late 19th Century.

 
 Procedure
 Identify the topic.
 If the topic has a restriction or expansion, identify it.
 Search for the aspect.
 Identify the instruction.
 Check whether there is a viewpoint.
  
Account for the large-scale immigration into
Malaya in the late 19th Century.
 
Now try these.

 Analyse the changes in US policy towards China during the 1970s.

 Assess the contribution of Asoka to the spread of Buddhism in India.

 Explain the concept of 'role'. Of what use is the concept to a practising

manager?
Answers

1. Analyse the changes in US policy towards China during the 1970s.

2. Assess the contribution of Asoka to the spread of Buddhism in India.

3. Explain the concept of 'role'. Of what use is the concept to a practising manager?
 TYPICAL VERBS IN ASSIGNMENTS
Match the word to its meaning

 Word Meaning
  
 analyse decide on the value
 argue make clear with examples
 compare explain the precise meaning
 criticise look at carefully
 define indicate who or what
 discuss present the case for or against
 evaluate look for similarities (and differences)
 examine provide satisfactory reasons
 identify state the stages of development
 illustrate make a critical survey
 justify show the faults
 trace break into parts
 ANSWER KEY

 Word Meaning
  
 analyse ---> break into parts
 argue ---> present the case for or against
 compare ---> look for similarities (and differences)
 criticise ---> show the faults
 define ---> explain the precise meaning
 discuss ---> make a critical survey
 evaluate ---> decide on the value
 examine ---> look at carefully
 identify ---> indicate who or what
 illustrate ---> make clear with examples
 justify ---> provide satisfactory reasons
 trace ---> state the stages of development
 Analyse the following questions.
How are they similar/different?

1. Discuss the concerns related to data protection with

regards to printed and electronic media.

2. Compare the concerns related to data protection with

regards to printed and electronic media.

3. Contrast the concerns related to data protection with

regards to printed and electronic media.

4. Illustrate the concerns related to data protection with

regards to printed and electronic media.
Structure of Critical Thinking
Or is it...?
To download a pdf of the first chapter from ‘Critical Thinking’ by Stella Cottrell (pub
Palgrave):

http://www.coventry.ac.uk/swift/~csx067/100cde/
materials10/critical%20thinking.pdf

For more extracts, go here:

http://www.palgrave.com/skills4study/studyskills/thinking/critical.asp