Critical Thinking Skills - Developing Effective Analysis and Argument(2)

More documents

Recommendations

Info

Answers to activities in Chapter 9 Identifying theory (p. 150) Only two texts have an explicit theoretical position. These are: Text 10: that moral and ethical issues should be regarded as 'dilemmas' rather than as simple questions of right and wrong. Text 12 that behaviour is affected primarily by how easy it is to act in an ethical way. Categorising arguments (p. 151) Text 1: sophistical, artistic and philanthropic Text 2: sophistical and philanthropic Text 3: economic and legal Text 4: economic Text 5: philanthropic and sophistical Text 6: economic Text 7: legal, economic, ethical Text 8: sophistical and legal Text 9: sophistical and legal Text 10: ethical, legal Text 11: none of these Text 12: ethical, economic. Accurate interpretations when reading (p. 152) Passage 9.7 B Misinterpretation. The text doesn't state that the author, personally, is offering a service. Passage 9.2 A Accurate interpretation. Passage 9.3 B Misinterpretation. The text is very clear that it regards piracy as stealing, and makes no exceptions. Passage 9.3 waters this down, using words such as 'not usually' and 'most customers', suggesting there may be exceptions. Passage 9.4 A Accurate interpretation. Passage 9.5 B Misinterpretation. The author's argument is that gardeners who give away cuttings are cheating the people who breed new species of plant. It is true that the text implies that small gardeners will not be prosecuted in practice, but that isn't the argument. Passage 9.6 B Misinterpretation. The passage does argue that there hasn't been a democratic process to decide that the law should make ultimate decisions of right and wrong. It also argues that positive changes have occurred when people stand up for what they believe. The text does not make recommendations. The argument is more abstract, pointing out that questions of right and wrong are complex and that there are different ways of looking at ethical issues. The implication is that there should be more public discussion of the concept of justice. However, the text doesn't advocate that people stop obeying the law on those grounds. 166 Critical Thinking Skills O Stella Cottrell (ZOOS), Criticnl Thinking Skills, Palgrave Macmillan Ltd
Chapter 10 Critical, analytical writing Critical thinking when writing I This chapter offers you opportunities to: consider the characteristics of critical, analytical writing identify the appropriate language structures for indicating, or signposting, the direction of your argument compare pieces of writing to identify the characteristics of critical writing Introduction Critical writing draws together other aspects of critical thinking in order to present a forceful case to readers. This means that it must continue the process of selection and forming judgements about the evidence. However, the writing must be produced with its eventual readers in mind. This chapter considers the characteristics of critical, analytical writing from the perspective of writing text, as opposed to considering written arguments from the reader's point of view. As well as looking at general characteristics, it focuses on the language used to present written arguments. Previous chapters emphasised the importance of developing a clear line of reasoning. When speaking, it is possible to use the tone of voice, pacing and pauses, as well as body language, to help the audience to follow the argument. It is also common to repeat phrases or to raise the voice for emphasis. These devices are not available to orientate the reader when arguments are written dawn, especially in formal writings. Therefore, it is all the more important to set the scene well, to summarise key points as you go through and, in particular, to use recognisable words and phrases to signpost the different aspects of the argument. The process of re-drafting and editing writing is particularly important to critical writing. The writer needs to ensure that the final draft has the characteristics associated with critical writing. The final piece of critical writing should be clearly written and well-structured. It should include devices, such as signal words, that lead readers through the evidence in such a way that they are clear about the conclusion even before they read it. Critical analytical writing 1 67
Page 3 and 4:
Critical Thinking Skills Developing
Page 5 and 6:
Contents Introduction Glossary Ackn
Page 7 and 8:
10 Critical, analytical writing: Cr
Page 9 and 10:
people are referring to when they m
Page 11 and 12:
'false premises'. Finally, it exami
Page 13 and 14:
predicated on a Marxist interpretat
Page 15 and 16:
Chapter 1 What is critical thinking
Page 17 and 18:
Reasoning Knowing our own reasons C
Page 19 and 20:
Underlying skills and attitudes Cri
Page 21 and 22:
Personal strategies for critical th
Page 23 and 24:
The idea or the action, not the per
Page 25 and 26:
Barriers to critical thinking (2) L
Page 27 and 28:
Critical thinking: Knowledge, skill
Page 29 and 30:
ther D low esser - - See PL--*--- k
Page 31 and 32:
Chapter 2 How well do you think Dev
Page 33 and 34:
Activity: Argument and disagreement
Page 35 and 36:
Non-arguments: Explanations and sum
Page 37 and 38:
There were many reasons why the stu
Page 39 and 40:
Activity: Selecting out the argumen
Page 41 and 42:
This chapter has looked at ways of
Page 43 and 44:
Chapter 5 How well do they say it C
Page 45 and 46:
Internal consistency larity and int
Page 47 and 48:
Logical consistency clear and consi
Page 49 and 50:
lndependent reasons and joint reaso
Page 51 and 52:
Intermediate conclusions In I anger
Page 53 and 54:
-- Activity: Intermediate conclusio
Page 55 and 56:
Activity: Summative and logical con
Page 57 and 58:
Activity: Logical order L 8,"L I ne
Page 59 and 60:
Answers to activities in Chapter 5
Page 61 and 62:
- Answers to activities in Chapter
Page 63 and 64:
Page 65 and 66:
Chapter 6 Reading between the lines
Page 67 and 68:
Activity: Identify the underlying a
Page 69 and 70:
Implicit assumptions used as reason
Page 71 and 72:
False premises Predicating an argum
Page 73 and 74:
Implicit arguments ~plicit and impl
Page 75 and 76:
Denoted and connoted meanings (I) A
Page 77 and 78:
- - Activities: Associations and st
Page 79 and 80:
This chapter looked at some aspects
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Chapter 7 Does it add up Identifyin
Page 87 and 88:
Correlations and false correlations
Page 89 and 90:
Not meeting the necessary condition
Page 91 and 92:
Activity: Necessary and sufficient
Page 93 and 94:
Activity: False analogies Activity
Page 95 and 96: Other types of flawed argument Ther
Page 97 and 98: Emotive language; Attacking the per
Page 99 and 100: 1 Misrepresentation and trivialisat
Page 101 and 102: This chapter introduces many of the
Page 103 and 104: Answers to activities in Chapter 7
Page 105 and 106: Chapter 8 Where's the proof Finding
Page 107 and 108: Searching for evidence Critical thi
Page 109 and 110: Reputable sources For academic stud
Page 111 and 112: Currency and reliability Currency I
Page 113 and 114: Relevant and irrelevant evidence Re
Page 115 and 116: - Representative samples 1 I Most r
Page 117 and 118: Certainty and probability Certainty
Page 119 and 120: Generalisations are useful as they
Page 121 and 122: Facts and opinions Opinion An opini
Page 123 and 124: - Triangulation What is triangulati
Page 125 and 126: This chapter has looked at some key
Page 127 and 128: Chapter 9 Critical reading and note
Page 129 and 130: Identifying the theoretical perspec
Page 131 and 132: Categorising and selecting Critical
Page 133 and 134: Making notes to support critical re
Page 135 and 136: Concise critical notes: Analysing a
Page 137 and 138: Concise critical notes: Articles an
Page 139 and 140: Activity: critical selection - Note
Page 141 and 142: Commentary on critical selection ac
Page 143 and 144: I Note your source of information (
Page 145: Answers to activities in Chapter 8
Page 149 and 150: Characteristics of critical, analyt
Page 151 and 152: I Activity: Setting the scene for t
Page 153 and 154: Words used to introduce the line of
Page 155 and 156: Signposting alternative points of v
Page 157: Words used to signpost conclusions
Page 160 and 161: Activity: Writing conclusions N Act
Page 162 and 163: Answers to activities in Chapter 10
Page 164 and 165: Checklist for Essay 1 Use this chec
Page 166 and 167: Evaluate Essay 1 (continued) known
Page 168 and 169: Commentary for Essay 1 The numbers
Page 170 and 171: ---- --A - Checklist for evaluating
Page 172 and 173: Evaluate Essay 2 (continued) or pro
Page 174 and 175: Commentary on Essay 2 The numbers o
Page 176 and 177: Evaluating your writing for critica
Page 178 and 179: -- This chapter provided the opport
Page 181 and 182: Texts for activities in Chapters 8,
Page 183 and 184: Texts for activities in Chapters 8,
Page 185: Texts for activities in Chapters 8,
Page 188 and 189: T -- ------ Practice 1: Features of
Page 190 and 191: - - Practice 1: Features of an argu
Page 192 and 193: Practice 1: Features of an argument
Page 194 and 195: Answers to Practice 1: Features of
Page 196 and 197:
Answers to Practice 1: Features of
Page 198 and 199:
Practice 2: Finding flaws in the ar
Page 200 and 201:
Page 202 and 203:
Answers to Practice 2: Finding flaw
Page 204 and 205:
Page 206 and 207:
Practice 3: Features of an araument
Page 208 and 209:
Practice 3: Features of an argument
Page 210 and 211:
Practice 3: Features of an argument
Page 212 and 213:
Page 214 and 215:
Page 216 and 217:
Page 218 and 219:
Page 220 and 221:
Page 222 and 223:
Page 224 and 225:
Page 226 and 227:
Page 228 and 229:
I Answers to Practice 4: Finding fl
Page 230 and 231:
Bibliography Arnheim, R. (1954, 197
Page 232 and 233:
abstracts, using, 128 academic writ
Page 234:
eading and accurate interpretation,
show all

Critical Thinking Skills - Developing Effective Analysis and Argument(2)

Create successful ePaper yourself

Delete template?

Save as template?