Transcript Critical Thinking and Breaking Down the Question

CRITICAL THINKING AND
BREAKING DOWN THE QUESTION
BREAKING DOWN THE QUESTION

Step 1: Look at the words used in the question.
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Illustrate? Describe? Analyse?
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In pairs, match the words to their definitions.
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Ask yourself: How do I need to present my
information?
BREAKING DOWN THE QUESTION
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Step 2: Read the question and ask yourself:
- How many parts to the question are there?
- What do I need to address for each part?
- What information is relevant? What isn’t?
BREAKING DOWN THE QUESTION
Example: Discuss the relationships between parents and
children in Romeo and Juliet. How do Romeo and Juliet
interact with their parents? Are they rebellious, in the
modern sense? How do their parents feel about them?
 How many parts? Three
 Part 1: How do they interact with their parents?
- Decide how they each interact with their parents
- Give examples
 Part 2: Are they rebellious?
- Yes/No? Use information from Part 1 to back up your
claim
- Relate this information to a “modern” sense of rebellion
 Part 3: How do their parents feel about them?
- Make sure you are using evidence only related to the
parents and children
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BREAKING DOWN THE QUESTION
Step 3: Make sure you only include relevant
information.
 Common mistakes:
- Giving too much background.
- Including “interesting” facts that don’t address
the question.
- Answering the wrong question.

BREAKING DOWN THE QUESTION
Romeo and Juliet: The feud between the families
seems to be an ever-present concern for the
characters. How does the feud drive the action of
the play? How do the various characters manifest
the feud?
 Relevant or irrelevant?
- How the feud is introduced in the play?
- A detailed synopsis of the plot.
- Quotes from scenes showing conflict.
- Biographical information about Shakespeare.
- Elizabethan history.

BREAKING DOWN THE QUESTION
Tips for breaking down the question
- Look for key words like “discuss” or “compare.”
- Identify each part of the question.
- Make an outline.
- Be selective in your research.
- Remember your audience (your peers and
tutors).
- Retrospective planning.
- Put the question at the top of your essay.
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CRITICAL THINKING
CRITICAL THINKING
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What is critical thinking?
“engage critically…” “critically evaluate…”
“develop a critical analysis of…”
CRITICAL THINKING
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Process of thinking, understanding and
expressing an opinion.
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Fundamentally using your ability to reason.
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Active Learning.
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Approach ideas with scepticism and doubt over
acceptance.
Both positive and negative – NOT ‘slating match’
CRITICAL THINKING
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Always question whether ideas, arguments or
findings are the whole picture and be open to
finding that they are not (most commonly they
are not!).
Process of identifying, analysing and, where
possible, solving problems systematically.
CRITICAL THINKING
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Forming an argument.
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Not trying to insult other arguments!
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Evaluate ideas/opinions.
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Develop/organise ideas into a line of reasoning.
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Aim to persuade reader to see the validity of the
point of view you present.
CRITICAL THINKING
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“Good critical thinking includes recognising good
arguments even when we disagree with them,
and poor arguments even when these support our
own point of view”.
Cottrell, S. (2005) Critical Thinking Skills p47 New
York, Palgrave.
CRITICAL THINKING SKILLS (1)
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Critical Reading.

Ask questions before you read:

What do I want to find?
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What do I think?

Why?
CRITICAL THINKING SKILLS (1)
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Critical Reading.

Ask questions while you read:
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Are there limitations to this work?
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Are there any flaws in the evidence an author provides?
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Can you disprove this with other reading or theory?
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Form your opinion justified through reading!
CRITICAL THINKING SKILLS (2)
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Evaluating Arguments.
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Do arguments make sense? Are they well supported?
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Are all points of view considered fairly, not just the
authors!
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Have any arguments been avoided which disprove/
undermine the author’s argument/opinion?
CRITICAL THINKING (2)
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Evaluating Arguments.
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Is there enough evidence to support the opinion?
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Is it biased? How?
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Is the sample representative?
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Is the evidence up-to-date and relevant?
CRITICAL THINKING (2)
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Evaluating Arguments.
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Is the argument focussed on an emotional/personal
appeal rather than using the force of reason?
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Is the author’s “voice” an unsubstantiated personal
opinion rather than engagement with the argument?
CRITICAL THINKING (2)
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Evaluating Arguments.
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Are all assumptions/statements true?
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Does the conclusion follow the premises of the
argument?
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Does the argument have worthwhile implications?
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Is it dangerous or undesirable?
CRITICAL THINKING (3)
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Critical Writing – clear argument, well
structured.
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Argument:
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Statement on what you think about the question set.
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Heart of essay.
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Determines structure, evidence, reasoning, quotations,
introduction and conclusion.
Should be able to summaries in a single sentence or
on a single post-it note.
CRITICAL THINKING (3)
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Critical Writing.
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Develop a line of reasoning:
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Key themes.
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Illustrate/prove key themes – how?
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Evidence/examples/quotations.
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Show opinion – ideas set against one another.
CRITICAL THINKING (3)
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Critical Writing.
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Develop counter arguments:
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Argument is stronger when you acknowledge other points of
view and explain why you are not persuaded by them.
Do not need equal coverage – identify them, it proves you
know your subject.
Can have weaknesses in your argument. Do not abandon
this! Explore and acknowledge these weaknesses, and
explain why the argument is still stronger than others.
SUMMARY
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Breaking Down the Question

See what question words are used (Analyse, describe
etc.). What is this actually asking you to do?
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Make sure if there is more than one part to the
question, you answer all parts of the question.
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Only include relevant arguments – be selective.
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Plan. Plan. Plan.
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Remember your audience – tutor/peers.
SUMMARY
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Critical Thinking
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Acknowledge multiple opinions, use to argue own
POV.
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Technique to form own opinion and justify it.
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3 stage process– Critical reading, evaluating
arguments, critical writing.
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Both positive and negatives – be positive about good
arguments, even if they are against your opinion.
Only be negative if there are flaws or limitations.
USEFUL WEBSITES
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Essay Terms Explained
http://www2.le.ac.uk/offices/ld/resources/writing/writi
ng-resources/essay-terms
Critical Thinking http://www.sussex.ac.uk/s3/?id=87
Critical Analysis/ Develop Writing
https://www.reading.ac.uk/internal/studyadvice/Study
resources/Essays/sta-developessay.aspx#critical
What is Critical Writing?
http://www2.le.ac.uk/offices/ld/resources/writing/writi
ng-resources/critical-writing
Liverpool Hope University Mentor Resources
http://www.hope.ac.uk/gateway/library/helpandsuppo
rt/peeracademicwritingmentorservice/resources/
ANY QUESTIONS?
THANK YOU! 