Introduction to critical reading

1. Introduction to critical reading Skills for Success Workshop 2, 2011

2. Learning outcomes for this workshop • Define critical thinking • Find and interpret main ideas in a range of academic texts • Read strategically with an orientation to specific assessment task requirements • Critically evaluate and categorize a range of relevant texts • Adopt a system of note making • Organize notes as easily accessible records of ideas from a wide range of sources

3. What is critical reading? • Critical reading is the process of applying critical thinking skills when reading for academic purposes. • The next question is; “What is critical thinking?”

4. What is critical thinking? The purposes of critical thinking, according to Maiorana (1992) are: • to achieve understanding; • evaluate view points; • and solve problems. (Learning Skills, CSU, 2009)

5. What do lecturers expect? You should be able to describe, analyse, and evaluate theories and research in your discipline. Evaluation or judgement involves: • deciding which ideas or theories best describe the facts • finding gaps and strengths in ideas or theories • discovering which ideas or theories help explain a particular situation Then, you can apply the theory to interpret a practical situation in your discipline. (Unilearn, 2000)

6. Critical thinking involves • Analysing assessment tasks • Making comparisons between different theories and arguments • Problem solving: identifying problems and proposing solutions and recommendations • Questioning and challenging ideas • Identifying values, beliefs and assumptions made by authors • Judging the validity of the source and the worth of evidence • Identifying your own values, beliefs, and assumptions • Forming your own opinions / arguments • Making connections between ideas, theories, frameworks, disciplines and and different texts • (Partially adapted from: James et al., 1999; Grierson, 2001; Unilearn, 2000)

7. Critical reading checklist • Some questions to help you read critically • What are the main points of this text? • How could I express these points in my own words? • What sorts of examples are used? Are they appropriate? Can you think of others? • What factors (ideas, people, things) have been included? Can you think of anything that has been missed out? • Is a particular bias or framework apparent? Can you tell what “school of thought” the author belongs to? . . . continued next slide

8. Checklist (continued) • Can you work out the steps of the argument being presented? Do all the steps follow logically? • Could a different conclusion be drawn from the argument being presented? • Are the main ideas in the text supported by reliable evidence (well researched, non-emotive, logical)? • Do you agree or disagree with the author? Why? • What connections do you see between this and other texts? • Where does it differ from other texts on the same subject? • What are the wider implications—for you, for the discipline? (University of Canberra, 2006)

9. Reading for assessment tasks The literature • Most essay assessment tasks require you to research the literature on a particular topic: • to learn about the current perspectives, arguments and research; • to evaluate these; and then, • to decide what your position is on the issue of the topic and to justify your position. • You will find in the literature that there are different perspectives and that academic writers refer to the work of other writers. They may support it, highlighting the strengths, but also refer to weaknesses in some areas, for example, in the research, they may criticise it or reject it completely, arguing for a different perspective or explanation, or a new way of looking at the issue.

10. Five steps to critical reading 1. Analyse your subject outline 2. Analyse your assessment tasks 3. Choose appropriate texts for your assessment tasks 4. Evaluate those texts 5. Use an effective note making system (reading and noting go together)

11. Why analyse the assessment task? • To clarify the scope of your task • Directional/task words in assessment tasks tell you what type of critical thinking is involved. e.g. analyse, compare, discuss, apply, evaluate, examine. • To identify key topic words which will help in your search for relevant resources. • For more critical thinking words and their definitions click here.

12. Choose appropriate texts to respond to assessment tasks • Refer to recommended texts (These let you know what sources your lecturer values) • Be aware of the purposes of different text-types (e.g. dictionary, textbook, edited book, journal article) • Use reliable textbooks and find journal articles using the library’s databases • Read selectively: choose texts that suit your purpose, that are relevant to your assignment task.

13. 5. Adopt a system of note making • Always note the bibliographic details • Use the critical reading checklist as a framework for notes on a particular text • Use a note making technique such as, Cornell method or mind mapping to connect ideas within and between texts. • Organize your notes so that you can retrieve them later

14. Example of a note-taking sheet: Adapted from Tania Ferfolja,The Learning Centre, University of New South Wales 2010 Retrieved from http://www.lc.unsw.edu.au 7/3/2010

15. One way to organise your notes to respond to an essay assessment Essay question • Reading 2 • Main points • * • * • * • Minor points • * • * • * • Evidence • Reading 1 • Main points • * • * • * • Minor points • * • * • * • Evidence My argument My essay plan Introduction Paragraph 1 – main point 1 Paragraph 2 – main point 2 Paragraph 3 – main point 3 . Further paragraphs . Conclusion • Reading 3 • Main points • * • * • * • Minor points • * • * • * • Evidence • Reading 4 • Main points • * • * • * • Minor points • * • * • * • Evidence

16. Summary This workshop has introduced how to: • Think and read critically • Find and interpret main ideas in a range of academic texts • Read strategically with an orientation to specific assessment task requirements • Critically evaluate and categorize a range of relevant texts • Adopt a system of note making • Organize notes as easily accessible records of ideas from a wide range of sources

17. References Critical thinking. (2006). Retrieved January 27, 2009, from University of Canberra, Academic Skills Program Web site: http://www.canberra.edu.au/studyskills/learning/critical#reading Critical thinking. (2008). Retrieved January 16, 2009, from Charles Sturt University, Student Services, Learning Skills Web site: http://www.csu.edu.au/division/studserv/learning/ critical/ Critical thinking in action. (2000). Retrieved January 16, 2009, from University of Wollongong, UniLearning Web site: http:// unilearning.uow.edu.au/critical/1b.html Maiorana, V. (1992). Critical thinking across the curriculum: building the analytical classroom. Blommington, Ind: ERIC Clearinghouse on Reading and Communication Skills: EDINFO Press. Notemaking from reading. (2000). Retrieved January 21, 2008 from http://www.unisanet.unisa.edu.au/notereading Note taking: the Cornell method. (2000). Retrieved January 21, 2008 from http://unilearning.uow.edu.au/notetake/note12_ cornell.html UNE Academic Literacy. (2008) Retrieved May 21, 2008, from University of New England, Teaching and Learning Centre, Academic Literacy Online Web site for Bachelor of Education Students: http://www.une.edu.au/tlc/alo/index.htm