Critical Reading and Writing for Postgraduates - Doctorado en ...

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what it means to be critical Table 1.2 (Continued) Element of critical reading Element of self-critical writing When I read an academic text I: [Tick] When I write an academic text I: [Tick] 9 look out for instances of 9 sustain focus throughout my irrelevant or distracting account, avoid irrelevancies material, and for the absence and digressions, and include of necessary material; everything that is relevant; 10 identify any literature sources 10 ensure that my referencing in to which the authors refer, that the text and the reference list I may need to follow up. is complete and accurate, so that my readers are in a position to check my sources. Total number of ticks Total number of ticks The more ticks you have for both columns, the further you have already progressed in becoming a critical reader and self-critical writer. Look back at any items that you have not ticked. Consider how you might incorporate these elements of critical reading and self-critical writing into your habitual approach to study. In Table 1.2 we have highlighted the link between elements of critical reading and their counterparts in self-critical writing. Whatever you look for as a critical reader of literature, your assessors may also look for in your writing when judging how far it meets their assessment criteria. The elements of selfcritical writing relate to meeting the needs of your readers, so that they can grasp what you are trying to communicate. But just as importantly, they enhance your capacity to make your argument convincing to your readers. This is why developing a strong sense of your audience is to your advantage. Meeting your target readers’ needs and convincing them will help to ensure that your account meets the assessment criteria. During your studies, you will find it useful to refer back to this exercise occasionally, to monitor your progress in developing critical reading and self-critical writing skills. Where now? Having discussed how to make the most of what you read, the next step is to consider how to select effectively from the vast array of literature available. That is the topic of the next chapter. Then, in Chapter 3, we introduce the basics of critical reading, in the form of five Critical Synopsis Questions that you can ask of a text. Chapters 4 and 5 use these insights to introduce some simple techniques for self-critical writing: presenting your own ideas in a well-supported way. Part One thus prepares you for the more detailed engagement of Parts Two and Three, where we revisit the same approach at a more advanced level. 13
2 Making a Critical Choice Keywords encyclopaedias; handbooks; Internet resources; readers; reading; research literature; textbooks What you choose to read in preparing for your assessed written work is as important as how critically you read it. Becoming a critical reader must entail becoming a discerning selector of those texts that promise most centrally to suit your study purposes. There is far too much literature out there, especially with the advent of the Internet, for you to read everything that may be relevant. So making effective choices about what to read is the first step in critical reading. Our chapter begins with techniques for deciding what to read. We then distinguish between different types of literature that you may come across in the course of your studies. Finally, we consider how the Internet offers you a very potent but sometimes unreliable literature source. Deciding what to read Suppose it is time to start reading for an essay or a longer piece of work. Where do you begin? You may have been supplied with an indicative reading list and
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Part Two Developing an In-Depth Ana
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12 Focusing and Building up your Cr
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What makes a literature review crit
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13 Integrating Critical Literature
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integrating critical literature rev
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15 Using the Literature in Research
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Appendix 1 ‘One word or two? Psyc
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appendix 1 Certificates were issued
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appendix 1 why a speaker/writer cho
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appendix 1 do so, they would be Afr
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appendix 1 account for why the expe
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appendix 1 but it could still be ar
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appendix 2 may inhere in their ende
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appendix 2 and organized to meet it
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appendix 2 ways that generate poor
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appendix 2 control. Changing belief
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appendix 2 sharing to consulting te
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appendix 2 Other SMT members Norms
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appendix 2 3 Other teachers have th
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Appendix 3 CRITICAL ANALYSIS OF A T
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appendix 3 (d) How does the sort of
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appendix 3 (d) With what degree of
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appendix 3 (d) Are sources of backi
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appendix 3 8 To what extent are cla
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Appendix 4 Logic checksheet: Develo
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appendix 4 Focusing the presentatio
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Index abstraction level of 84, 86 a
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