importance of analytical and critical thinking for reading and writing

Reading & Writing Purposes

Reading & writing to analyze.

Analysis is a critical thinking skill you use quite often, in academic as well as professional and everyday reading and writing.  You may analyze the argument in a text or article, the benefits of a business proposal, and/or the ideas offered in a news editorial or television news commentary. Analysis helps determine the quality of the information you read by extracting and examining different aspects of that information.

Reading to Analyze

Analytical reading starts with finding and understanding a main idea, and then considers the validity of that main idea by studying its parts, to see how logically those parts fit together. As the American Heritage Dictionary states, analysis is “the separation of an intellectual…whole into constituents for individual study.” Analysis essentially takes apart the whole text and examines how the parts relate to one another to make up the text’s ideas and content, in order to determine the quality of the ideas and content.

There are four main parts to a text that you may analyze, and multiple sections within each part.

Breaking a Text into its Parts for Analysis [1]

Analytical Reading Process

Reading a text for the purpose of analysis usually requires you to read that text more than once.  Upon a first reading, take note of characteristics to investigate further.  Do you agree or disagree with certain ideas?  Did you react to certain phrases?  How do the ideas in the text relate to your own experience?  Application of reading skills such as previewing, annotating, note-taking, and summarizing all help you note characteristics that you may want to investigate further as they promote your ability to understand the text.  Understanding is the basis for analysis.

Fuller analysis happens after a first reading, when you delve into the text more completely, asking and answering specific questions about its parts.

Ask and answer three basic questions as a starting point for analyzing a text:

• What is the main idea?
• What is the author’s purpose?
• What additional pieces of the text should I question more fully (content, language, structure), based on the author’s purpose?

Always start by identifying the main idea of the text that you have read. What is the one thing that the author wants you to understand after reading the text? The main idea may be stated directly in the text, or it may be implied, in which case you need consider the text carefully in order to identify its main idea.

Once you identify the main idea, identify the purpose in order to determine how/whether to analyze the text.

• If the purpose is to persuade or logically argue, you always need to analyze the text to see if the main idea is justified, and to see how the supporting ideas, language, and structure relate to the main idea. Persuasion and argument need to present logically valid information to make the reader agree intellectually (not emotionally) with the main idea.
• If the purpose is to inform or explain, you usually need to analyze the text, since the text needs to present valid information in objective language to meet its purpose of informing (as opposed to persuading) the reader. You may analyze the text in terms of its structure as well, since information placement can influence its importance and how that information is perceived.
• If the purpose is to entertain, then you may or may not need to analyze the text for its content. Writing that entertains does not necessarily have to be either logical or complete in order to accomplish its purpose. You may want to analyze the text for language, though, to see how an author uses language to accomplish her purpose.

Additional Questions for Analysis

When you decide to analyze a text, and when you determine the pieces (content, language, structure) on which to focus the analysis, ask and answer additional analytical questions.

Questions to analyze content:

• Is the information mostly fact, opinion, or a combination of both?  Is the type of information appropriate to the purpose and main idea?
• Is the support relevant to the main idea – does it relate to and enhance the main idea?
• Is the support logical?
• Does supporting evidence come from trusted, valid sources?
• Is there enough support to verify the main idea and supporting ideas?
• Does the support consider and deal with an opposing viewpoint if there is a significant opposing viewpoint?

For example :

If the text’s main idea is that new work-at-home policies need to become standardized within specific professions, the support needs to include many different reasons why, and each reason why should have its own supporting evidence. Just offering one reason with its accompanying evidence, that standardization would increase employee retention, is not sufficient support in itself.

In the argument about work-at-home policies, does the support acknowledge what’s good about previous and current practices? Note that strong support acknowledges and then logically explains away any opposition simply by offering stronger logical evidence on one side than the other.

• What do the words imply/connote and how do the words influence the reader’s understanding of the main idea?
• Are the author’s tone and general point of view intended to sway the reader to a certain way of thinking about the main idea?

Questions to analyze structure:

• Why is certain information placed as it is within the text?  How does that placement emphasize or de-emphasize the information?
• How does the order of information align with the text’s main idea and purpose?

These questions are a starting place for text analysis. Note that more questions may occur to you based on the specifics of the text.

Read the article, “ Why Aren’t Governments as Transparent as They Could Be? ” Then ask and answer the following analytical questions based on this article.

Basic Analytical Questions

• What additional pieces of the text should I question more fully (content, language, structure) based on the author’s purpose?
• What is the main idea?…. the main idea is that governments should be as transparent with data as those governments, businesses, and digital services are with our own personal data, and that we should be demanding such transparency from government
• What is the author’s purpose?… to persuade/argue
• What additional pieces of the text should I question more fully (content, language, structure), based on the author’s purpose?… all three, content, language, and structure, since the purpose is to persuade

Questions to Analyze Content

• Is the support relevant to the main idea–does it relate to and enhance the main idea?
• Is the information mostly fact, opinion, or a combination of both?  Is the type of information appropriate to the purpose and main idea?… Information is a combination of fact and opinion.  Facts exist in the verifiable information (growth in government spending, number of information requests that government denied). Opinions exist in many statements (“we willingly open more of our lives to the public,” “it’s not just new technologies that are eroding open government principles”). There seems to be more opinion than fact, but the fact about denied information requests is powerful.
• Is the support relevant to the main idea–does it relate to and enhance the main idea?… yes.  The support relates to and enhances the idea that we should demand more transparency of information from government.
• Is the support logical?… for the most part, I think so, although some of the language is intended to persuade emotionally.  The evidence seems to be the right type, but there could be more factual evidence.
• Does supporting evidence come from trusted, valid sources?… Some of the sources are acknowledged as valid sources: Pew Research Studies, Associated Press.  Other sources lead to links that are newspaper articles, and I need to review each article to determine validity. Some sources might be questionable.  For example, Carnegie Mellon is a respected research institution, but the author quotes from a professor at Carnegie Mellon.  However, if you follow the links, this information is based on an academic paper that was published in a respected professional journal, which gives the information greater credibility (as journals usually are peer-reviewed).  It would have made a stronger argument, though, to have included more factual information. Other references come from sources that have a definite bias, e.g., Public Engines.
• Is there enough support to verify the main idea and supporting ideas?… yes, although more factual information about both local and federal government denial of information would have established this issue more solidly. Or, on the other hand, confining the argument to just local or federal government might have focused the argument more solidly.
• Does the support consider and deal with an opposing viewpoint if there is a significant opposing viewpoint?… There is one, but it’s not dealt with very fully–the info about using public information to shame others.

Questions to Analyze Language

• What do the words imply/connote and how do the words influence the reader’s understanding of the main idea?… There is some language that’s intended to persuade emotionally as opposed to logically:  “ flying off the shelves ,” and the whole paragraph “As our governments’ powers of surveillance and their ability to be transparent are both increasing dramatically , we’re giving them the former without demanding the latter. I can’t think of anything more un-American and infantilizing than this kind of deference to government.”
• Are the author’s tone and general point of view intended to sway the reader to a certain way of thinking about the main idea?… yes.  The point of view is definitely toward openness of information. The tone attempts to be objective, but emotional language pops in.

Questions to Analyze Structure

• Why is certain information placed as it is within the text?  How does that placement emphasize or de-emphasize the information?… The author starts and ends on personal notes, which relate more directly to every reader.  He puts his evidence in the middle, which readers can understand, but which may not be as personally relatable.  So, his placement of information seems intentional as his purpose is to persuade readers.
• How does the order of information align with the text’s main idea and purpose?… yes, as he wants readers to act by going to certain sites intended to support transparency of information.

The video below, although created for a younger audience, discusses the importance of finding evidence in the text to back up your analysis – your answers to analytical questions.

The following video, written for instructors teaching students about analysis, frames text analysis in terms of differences in reading fiction and non-fiction, and offers a good set of analysis questions toward the end.

Writing to Analyze

If you were writing an analysis based on the article “Why Aren’t Governments as Transparent as They Could Be?,” your next steps might be to review the answers to the analytical questions above and develop a unique insight or argument based on those answers.  You would not have to deal with all of the items noted; based on your answers, you might create your own insight or assertion about the language used, the quality of information, the idea about having a stronger argument if it were focused on either local or federal government, or one of many other possibilities.  Or you might want to analyze the article as a whole piece and touch on content, language, and structure in his analysis.

The video below discusses both reading and writing to analyze.

In more general terms, analytical writing uses the same whole-parts concept as analytical reading. You offer your overall judgment of/argument about the whole, or a portion of, the article’s quality as your main idea or thesis.  You then group and organize the parts that you are analyzing. You may want to focus on mapping or outlining as you prewrite for an analytical essay, since both mapping and outlining help you picture and understand the relationship between your own main idea and its supporting parts. Note that you usually create groups dealing with content (type of information, amount of information, logical problems with information), language (inference, tone, point of view), and/or structure (placement of information, emphasis of information via placement) when you analyze the quality of a text.

Like analytical reading, analytical writing focuses on the relationship between the thesis, supporting ideas, and the language and order in which they are expressed. A reader should be able to analyze any piece of college writing that you do, apply the analytical reading questions and process, and (hopefully!) determine that your ideas and information are logically valid and of good quality.

You will be asked to analyze in many different ways in college. For example, you may be asked to analyze a company’s marketing strategy. You may be asked to analyze the results of a sociological survey. You may be asked to analyze the causes of fire-related behavior. You may be asked to analyze the validity of a policy decision. You may be asked to analyze an author’s use of symbol in a literary work. No matter what type of analysis is assigned, you will be expected to judge the whole text or a portion of the text based on your understanding and questioning of its parts and their relationship to the whole.

• Reading & Writing to Analyze. Authored by : Susan Oaks. Project : Introduction to College Reading & Writing. License : CC BY-NC: Attribution-NonCommercial
• image of hand holding a paper with the word Concept on it, with the letters cut out to see a tree in the background. Authored by : Gerd Altmann. Provided by : Pixabay. Located at : https://pixabay.com/photos/concept-nature-tree-environment-2791440/ . License : CC0: No Rights Reserved
• image of a woman contemplating, with question marks around her head. Authored by : Sophie Janotta . Provided by : Pixabay. Located at : https://pixabay.com/photos/woman-question-mark-person-decision-687560/ . License : CC0: No Rights Reserved
• video Text Analysis. Authored by : Andie Worsley. Located at : https://www.youtube.com/watch?v=dJjSmTwfaXY . License : Other . License Terms : YouTube video
• video How to Analyze Non-Fiction Texts. Provided by : Houghton Mifflin Harcourt. Located at : https://www.youtube.com/watch?v=VzMzHrroZGM . License : Other . License Terms : YouTube video
• video Critical Writing. Provided by : SkillsTeamHullUni. Located at : https://www.youtube.com/watch?v=btUY6jTt2Ys . License : Public Domain: No Known Copyright
• image of handholding magnifying glass over the word analysis. Authored by : Gerd Altmann. Provided by : Pixabay. Located at : https://pixabay.com/illustrations/problem-analysis-solution-hand-67054/ . License : CC0: No Rights Reserved
• image of hand holding open book. Authored by : Mohamed Hassan. Provided by : Pixabay. Located at : https://pixabay.com/photos/book-hand-reading-read-sunset-3801210/ . License : CC0: No Rights Reserved
• image of man with thinking, with question mark. Authored by : Gerd Altmann. Provided by : Pixabay. Located at : https://pixabay.com/photos/man-think-thinking-question-mark-4334177/ . License : CC0: No Rights Reserved

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4 – Critical Writing

Critical writing depends on critical thinking. Your writing will involve reflection on written texts: that is, critical reading.

[Source: Lane, 2021, Critical Thinking for Critical Writing ]

Critical writing entails the skills of critical thinking and reading. At college, the three skills are interdependent, reflected in the kinds of assignments you have to do.

Now let’s look at some real university-level assignments across different majors. Pay attention to the highlighted words used in the assignment descriptions.

As you can tell, all the assignments have both critical reading and writing components. You have to read a lot (e.g., “Use at least 5 current Economics research articles,” “refer to 2 other documents,” and “Select 4-5 secondary sources”) and critically before you form your own opinions and then start to write. Sometimes reading is for ideas and evidence (i.e., reasons, examples, and information from sources), and other times reading is to provide an evaluation of information accuracy (e.g., research designs, statistics). Without critical thinking and reading, critical writing will have no ground. Critical thinking and reading are the prerequisites for critical writing. A clear definition of critical writing is provided below.

What is Critical Writing?

Critical writing is writing which analyses and evaluates information, usually from multiple sources, in order to develop an argument. A mistake many beginning writers make is to assume that everything they read is true and that they should agree with it, since it has been published in an academic text or journal. Being part of the academic community, however, means that you should be critical of (i.e. question) what you read, looking for reasons why it should be accepted or rejected, for example by comparing it with what other writers say about the topic, or evaluating the research methods to see if they are adequate or whether they could be improved.

[Source: Critical Writing ]

If you are used to accepting the ideas and opinions stated in a text, you have to relearn how to be critical in evaluating the reliability of the sources, particularly in the online space as a large amount of online information is not screened. In addition, critical writing is different from the types of writing (e.g., descriptive writing) you might have practiced in primary and secondary education.

The following table gives some examples to show the difference between descriptive and critical writing (adapted from the website ). Pay attention to the different verbs used in the Table for the comparisons.

You might feel familiar with the verbs used in the column describing critical writing. If you still remember, those words are also used to depict the characteristics of critical thinking and reading.

ACTIVITY #1:

Read the two writing samples, identify which one is descriptive writing and which one is critical writing, and explain your judgment.

Sample 1: Recently, President Jacob Zuma made the decision to reshuffle the parliamentary cabinet, including the firing of finance minister, Pravin Gordhan. This decision was not well received by many South Africans.

Sample 2: President Zuma’s firing of popular finance minister, Gordhan drastically impacted investor confidence. This led to a sharp decrease in the value of the Rand. Such devaluation means that all USD-based imports (including petrol) will rise in cost, thereby raising the cost of living for South Africans, and reducing disposable income. This puts both cost and price pressure on Organisation X as an importer of USD-based goods Y, requiring it to consider doing Z. Furthermore, political instability has the added impact of encouraging immigration, particularly amongst skilled workers whose expertise is valued abroad (brain drain).

[Source: Jansen, 2017, Analytical Writing vs Descriptive Writing ]

Further, to write critically, you also have to pay attention to the rhetorical and logical aspects of writing:

Writing critically involves:

• Providing appropriate and sufficient arguments and examples
• Choosing terms that are precise, appropriate, and persuasive
• Making clear the transitions from one thought to another to ensure the overall logic of the presentation
• Editing for content, structure, and language

An increased awareness of the impact of choices of content, language, and structure can help you as a writer to develop habits of rewriting and revision.

Regarding the content, when writing critically, you cannot just rely on your own ideas, experiences, and/or one source. You have to read a wide range of sources on the specific topic you are exploring to get a holistic picture of what others have discussed on the topic, from which you further make your own judgment. Through reading other sources, you not only form your own judgment and opinions but also collect evidence to support your arguments. Evidence is so important in critical writing. In addition to the collection of evidence, you also need to use different ways (e.g., quoting, paraphrasing, and synthesizing) to integrate the evidence into your writing to increase your critical analysis.

Using quotes is always an issue. Some students like to quote a lot and/or too long throughout their papers, and others do not know why they quote. Remember that when you use direct quotations, you are using others’ ideas, not yours. You should limit the use of quotes to the minimum because readers are always interested in your opinions. In other words, you need to use quotes critically.

When you quote directly from a source, use the quotation critically. This means that you should not substitute the quotation for your own articulation of a point. Rather, introduce the quotation by laying out the judgments you are making about it, and the reasons why you are using it. Often a quotation is followed by some further analysis.

[Source: Knott , n.d., Critical Reading Towards Critical Writing ]

Barna (2017) stated that “A good rule of thumb is that the evidence should only be about 5-10% of the piece.” Further, according to the EAP Foundation.org , you need to avoid doing a laundry list in critical writing:

You cannot just string quotes together (A says this, B says that, C says something else), without looking more deeply at the information and building on it to support your own argument.

This means you need to break down the information from other sources to determine how the parts relate to one another or to an overall structure or purpose [analysing], and then make judgements about it, identifying its strengths and weaknesses, and possibly ‘grey areas’ in between, which are neither strengths nor weaknesses [evaluating]. Critical reading skills will help you with this, as you consider whether the source is reliable, relevant, up-to-date, and accurate.

When and Why do you quote?

When should you use quotes?

Using quotations is the easiest way to include source material, but quotations should be used carefully and sparingly. While paraphrasing and summarizing provide the opportunity to show your understanding of the source material, quoting may only show your ability to type it.

Having said that, there are a few very good reasons that you might want to use a quote rather than a paraphrase or summary:

• Accuracy: You are unable to paraphrase or summarize the source material without changing the author’s intent.
• Authority: You may want to use a quote to lend expert authority for your assertion or to provide source material for analysis.
• Conciseness: Your attempts to paraphrase or summarize are awkward or much longer than the source material.
• Unforgettable language: You believe that the words of the author are memorable or remarkable because of their effectiveness or historical flavor. Additionally, the author may have used a unique phrase or sentence, and you want to comment on words or phrases themselves.

When you decide to quote, be careful of relying too much upon one source or quoting too much of a source and make sure that your use of the quote demonstrates an understanding of the source material. Essentially, you want to avoid having a paper that is a string of quotes with occasional input from you.

[Source: Decide when to Quote, Paraphrase and Summarize ]

How do you quote?

• With a complete sentence
• With “according to”
• With a reporting verb
• With a “that” clause
• As part of your sentence

Citing the islands of Fiji as a case in point, Bordo notes that “until television was introduced in 1995, the islands had no reported cases of eating disorders. In 1998, three years after programs from the United States and Britain began broadcasting there, 62 percent of the girls surveyed reported dieting” (149-50). Bordo’s point is that the Western cult of dieting is spreading even to remote places across the globe.

[Source: Lane, 2020, Quoting: When and How to Use Quotations ]

The firm belief which has been widely advertised is that “international students should be given equal rights and respect while studying abroad” (Lane, 2020, p. 19).

Smith, an agent working at an international company, put forward the seriousness of economic recession brought by the COVID-19 pandemic: “our economy will soon collapse, followed by business failures, elevated unemployment, and social turbulence ” (2021, p. 87).

Dominguez (2002) suggested, “teachers should reflect on their teaching constantly and proactively” to avoid teacher burnout and attrition (pp. 76-79).

According to the IEP student manual, “To study in the IEP you must be 18 years old and your English level must be ‘high beginner’ or higher” (p. 6).

[Source: Five Ways to Introduce Quotations ]

Now move on to the language aspect of critical writing, you should pay attention to the analytical verbs used in critical writing.

Analytical verbs are verbs that indicate critical thinking. They’re used in essays to dissect a text and make interpretive points, helping you to form a strong argument and remain analytical. If you don’t use analytical verbs, you may find yourself simply repeating plot points, and describing a text, rather than evaluating and exploring core themes and ideas.

[Source: What are Analytical Verbs? ]

The use of analytical verbs is also important to show your precision and appropriateness in language use. For example, instead of using says and talks, replace those verbs with states, discusses, or claims. Not only does it enhance the formality of the language, but also it helps to create the tone of writing. This further means that you have to understand the specific meaning, purpose, and function of each verb in a specific context as shown in the table below.

[Source: Impressive Verbs to use in your Research Paper ]

The verbs listed under each category are NOT synonyms and are different based on context. Please ensure that the selected verb conveys your intended meaning.

It is recommended that you check out Academic Phrasebank for more advanced and critical language use.

The accuracy of language use that is important for critical writing is also reflected in the use of hedges .

Hedging is the use of linguistic devices to express hesitation or uncertainty as well as to demonstrate politeness and indirectness.

People use hedged language for several different purposes but perhaps the most fundamental are the following:

• to minimize the possibility of another academic opposing the claims that are being made
• to conform to the currently accepted style of academic writing
• to enable the author to devise a politeness strategy where they are able to acknowledge that there may be flaws in their claims

[Source: What Is Hedging in Academic Writing?]

There are different types of hedges used in writing to make your claim less certain but more convincing. For example, what is the difference between the two sentences as shown below?

No hedging: We already know all the animals in the world.

With hedging: It’s possible that we may already know most animals in the world.

[Source: Hedges and Boosters ]

Check this table for different types of hedges.

[Source: Features of academic writing]

Practice how to tone down the arguments.

ACTIVITY #2

Add hedges to the following arguments.

Except for the content and language aspects of critical writing, the last aspect is the organization, including both the overall structure and the paragraph level.

Here is one example of a critical writing outline.

One easy-to-follow outline format is alphanumeric, which means it uses letters of the alphabet and numbers to organize text.

For example:

• Hook: _____________________
• Transition to thesis: _____________________
• Thesis statement with three supporting points:_____________________
• Topic sentence: _____________________
• Evidence (data, facts, examples, logical reasoning): _____________________
• Connect evidence to thesis: _____________________
• Restate thesis: _____________________
• Summarize points: _____________________
• Closure (prediction, comment, call to action): _____________________

[Source: Academic Writing Tip: Making an Outline ]

1. Introduction

• Thesis statement

2. Topic one

• First piece of evidence
• Second piece of evidence

3. Topic two

4. Topic three

5. Conclusion

• Summary/synthesis
• Importance of topic
• Strong closing statement

[Source: Caulfield, 2021, How to Write an Essay Outline]

ACTIVITY #3:

The following essay was adapted from a student’s writing. Please identify the components of each paragraph.

Artificial Intelligence: An Irreplaceable Assistant in Policy-making

Do you understand artificial intelligence (AI)? Are you excited that humans can create these machines that think like us? Do you ever worry that they develop too advanced to replace humans? If you have thought about these questions, you are already in the debate of the century. AI is a term used to describe machine artifacts with digital algorithms that have the ability to perceive contexts for action and the capacity to associate contexts to actions (Bryson & Winfield, 2017). The 21st century has witnessed a great number of changes in AI. As AI shows its great abilities in decision-making, humans are relying more on AI to make policies. Despite some concerns about the overuse of AI, AI is no longer to be replaced in policy-making because it has the capabilities that humans cannot achieve, such as transparent decision-making and powerful data processing.

AI has the capacity to use algorithms or systems to make the decision-making process more transparent (Walport & Sedwill, 2016). Many decisions made by humans are based upon their intuition rather than the direct result of the deliberate collection and processing of information (Dane et al., 2012). Intuition is useful in business when considering the outcome of an investment or a new product. However, in politics, the public would often question whether the policy is biased, so a transparent decision-making process should be used instead of intuition. AI can make political decisions more transparent by visualizing digital records (Calo, 2017). AI can make decisions without any discrimination and can have the public better understand of the policies.

In addition, AI can process a large amount of information at a speed faster than the cognitive ability of the most intelligent human policymakers (Jarrahi, 2018). A qualified policy must be based on facts reflected by data, so researching data is an essential part of policy-making. There are two main challenges for the human decision-makers in this area: (1) The amount of data is too large and (2) the relationship between data is too complex. Handling these two problems is where AI is superior. The high computing power of AI makes it an effective tool for retrieving and analyzing large amounts of data, thus reducing the complexity of the logic between problems (Jarrahi, 2018). Without AI, the policymakers would be overwhelmed by tons of data in this modern information age. It is almost impossible for them to convert those data into useful information. For example, data provided to the politician who is responsible for health care is mostly from the electronic health record (HER). HER is just the digital record transported from paper-based forms (Bennett et al., 2012). AI can analyze the data to generate clinical assessments, symptoms, and patient behavior and then link that information with social factors such as education level and economic status. According to the information from AI, the policy maker can make policies for healthcare improvement (Bennett et al., 2012). With the assistance of AI, the government can not only collect data easier but also utilize those data as operable Information.

However, while AI shows its great abilities in policy-making, it also brings considerable risks to contemporary society, and the most significant one is privacy. The only source for AI systems to learn human behavior is data, so AI needs to collect enormous quantities of information about users in order to perform better. Some scholars claim that the main problem with AI data collection is the use of data for unintended purposes. The data is likely to be processed, used, or even sold without the users’ permission (Bartneck et al, 2021). The 2018 Cambridge Analytica scandal showed how private data collected through Facebook can be used to manipulate elections (Bartneck et al, 2021). While privacy is a crucial problem, this is a handleable problem and we cannot deny the benefits brought by using AI. The most appropriate way to solve this problem is to establish a complete regulatory system. In fact, many policies have been made to protect user privacy in AI data collection. One of safeguard in this area is to restrict the centralized processing of data. Researchers are also conducting a lot of research in this area and have achieved some technological breakthroughs. For example, open-source code and open data formats will allow a more transparent distinction between private and transferable information, blockchain-based technologies will allow data to be reviewed and tracked, and “smart contracts” will provide transparent control over how data is used without the need for centralized authority (Yuste & Goering, 2017).

In conclusion, although there may be some privacy-related issues with AI policies, the powerful data collection capabilities and transparent decision-making process of AI will bring many benefits to humans. In the future, AI is more likely to continue to serve as an assistant to humans when making policies under a complete and strict regulatory system.

Bartneck, Christoph. Lütge, Christoph. Wagner, Alan. Welsh, Sean. (2021). Privacy Issues of AI, pp.61-70. DOI: 10.1007/978-3-030-51110-4_8.

Bennett C, Doub T, Selove R (2012) EHRs Connect Research and Practice: Where Predictive Modeling, Artificial Intelligence, and Clinical Decision Support Intersect https://arxiv.org/ftp/arxiv/papers/1204/1204.4927.pdf. Accessed 1 April 2021.

Bryson J and Winfield A (2017) Standardizing Ethical Design Considerations for Artificial Intelligence and Autonomous Systems. http://www.cs.bath.ac.uk/~jjb/ftp/BrysonWinfield17-oa.pdf. Accessed 1 April 2021.

Calo, R (1993) Artificial Intelligence Policy: A Primer and Roadmap. https://lawreview.law.ucdavis.edu/issues/51/2/Symposium/51-2_Calo.pdf , Accessed 1 April 2021.

Dane, Erik., Rockmann, Kevin. W., & Pratt, Michael G. (2012). When should I trust my gut? Linking domain expertise to intuitive decision-making effectiveness. Organizational Behavior and Human Decision Processes, 119(2), 187—194.

Jarrahi, M. (2018). Artificial intelligence and the future of work: Human-AI symbiosis in organizational decision making, Business Horizons, Volume 61, Issue 4, Pages 577-586, ISSN 0007-6813, https://doi.org/10.1016/j.bushor.2018.03.007.

Walport M, & Sedwill M. (2016). Artificial intelligence: opportunities and implications for the future of decision making. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attach ment_data/file/566075/gs-16-19-artificial-intelligence-ai-report.pdf, Accessed 1 April 2021.

Rafael, Y., & Sara, G. (2017). Four ethical priorities for neurotechnologies an AI https://www.nature.com/news/four-ethical-priorities-for-neurotechnologies-and-ai 1.22960. Accessed 1 April 2022.

Apart from the overall structure of critical writing, it is also important to pay attention to the paragraph-level structure. There are different paragraph models for critical writing.

Model 1: TED model for writing critical paragraphs

Paragraph model for critical writing

Often in assignments, you are expected to critically evaluate – this means to assess the relevance and significance of concepts relating to a specific topic or assignment question. Introduce your point. Give examples from reading. Is there support for your argument or can you identify weaknesses? Are there different perspectives to compare and contrast? Build your explanation and create your objective, reasoned argument (case or thesis) based on the evaluation from different perspectives. You will include your conclusion and point of view, communicating your stance, having made a judgment on research you have found and its significance in contributing to answering your assignment question.

Use the TED model to integrate critical thinking into your writing:

Each example of evidence in your writing should have a clear purpose or function. Be explicit and tell the reader what it contributes to your reasoning.

Professional practice is more complex than simply applying theory to practice, since it involves a professional juggling of situational demands, intuition, experiences and knowledge (Schön, 1991). Practitioners do not apply research findings in a simple deductive process; they need time to think, translate and relate the research findings to their particular setting. The extent to which a given piece of evidence is utilised by an individual in practice depends on their sense of the situation and this inevitably involves professional judgement.

Topic (in red); Evidence (in orange); Further explanation (in blue); Discussion (in green)

Model 2: WEED model for writing critical paragraphs

This is a model for writing critical paragraphs. It’s taken from Godwin’s book called ‘Planning your Essay’. Each paragraph should be on a single topic, making a single point. A paragraph is usually around a third of a page.

W is for What

You should begin your paragraph with the topic or point that you’re making so that it’s clear to your lecturer. Everything in the paragraph should fit in with this opening sentence.

E is for Evidence

The middle of your paragraph should be full of evidence – this is where all your references should be incorporated. Make sure that your evidence fits in with your topic.

E is for Examples

Sometimes it’s useful to expand on your evidence. If you’re talking about a case study, the example might be how your point relates to the particular scenario being discussed.

D is for Do

You should conclude your paragraph with the implications of your discussion. This gives you the opportunity to add your commentary, which is very important in assignments that require you to use critical analysis. So, in effect, each paragraph is like a mini-essay, with an introduction, main body, and conclusion.

Example: a good critical paragraph

Exposure to nature and green spaces has been found to increase health, happiness, and wellbeing. Whilst trees and greenery improve air quality by reducing air pollutants, green spaces facilitate physical activity, reduce stress, and provide opportunities for social interaction (Kaplan, 1995; Lachowycz,and Jones, 2011; Ward Thompson et al., 2012; Hartig et al., 2014; Anderson et al., 2016). Older adults have described increased feelings of wellbeing while spending time in green spaces and walking past street greenery (Finaly et al., 2015; Orr et al., 2016). They are more likely to walk on streets which are aesthetically pleasing (Lockett, Willis and Edwards, 2005) while greenery such as flowers and trees play an important role in improving the aesthetics of the environment (Day, 2008). Therefore, greater integration of urban green spaces and street greenery in cities may have the potential to increase physical activity and wellbeing in older adults.

What (in red), Evidence (in orange), Do (in blue).

[Source: Learning Hub, 2021 ]

Please identify the paragraph-level components in the following paragraphs. You can use different colors to indicate different components.

Social Media plays a key role in slowing the spread of vaccine misinformation. According to Nikos-Rose (2021) from the University of California, individuals’ attitudes towards vaccination can negatively be influenced by social media. They can simply post a piece of misleading information to the public, and the deceived ones will share it with their families and friends. The role of media can also help boost the public’s confidence in the vaccination. The media can provide valuable information for the public to know that the vaccine is safe. Almost everyone in the modern era lives with a cell phone now. People on social media can also share their experiences after getting vaccinated. Influences can help boost the public’s confidence. Just as voters would receive “I voted” after casting their ballots, vaccination distribution sites can provide “I got vaccinated” stickers. This can encourage individuals to post on the media that they have received the vaccine (Milkman, 2020). Furthermore, those who spread misleading information should be fined by the authorities. This punishment would be sufficient for them to learn their lesson. People who oversee data and information in social media should be concerned about the spread of misleading information on social media. After deleting the false information, they should put up a notice stating that is fake. This will help the public to understand which information should be trusted or not. Moreover, people who find misleading information online should report it to the administration. This could help prevent false info from circulating on the internet.

Recent studies showed that the contamination of land and water can also negatively affect the production of crops and the food systems as the safety of products can be compromised by the chemicals used by fracking. In addition, the amount of freshwater required for the mixture of the fracking fluids can generate a lack of water supply to the local agricultural industries. The fresh water is the 90-97 % of the fracking fluids, and the water deployed is not possible to recycle efficiently. In fact, the wastewater became a further challenge to the agricultural sector as it can make the soil dry and unusable for crops (Pothukuchi et al. 2018). The challenges faced by the agricultural sector are reflected in the farmlands and livestocks as well. For example, in Pennsylvania, the Dairy farming is one of the major agricultural sectors. This particular sector requires unpolluted water and pasturelands to enable the cows to produce milk. Since 1996 this sector began to fail, but the largest decrease in cows that produce milk took place between 2007 and 2011. It was the exact same period when the fracking industries reached their peak in this area (Pothukuchi et al. 2018). Another piece of evidence is related to the air pollution caused by fracking, specifically, the pollution of agricultural pollinators such as bees. The population of air caused by fracking has led to a huge degradation of that volatiles endangering the local and global food production. Those outcomes are closely related to the low level of planning abilities in rural areas, where fracking usually takes place. Particularly, the gap between fracking industry actors and local officials didn’t allow the development of a proper level of policies and regulations.

References:

Academic writing tip: Making an outline. (2020, December 8). The International Language Institute of Massachusetts. Retrieved July 22, 2022, from https://ili.edu/2020/12/08/academic-writing-tip-making-an-outline/

Caulfield, J. (2021, December 6). How to Write an Essay Outline | Guidelines & Examples. Scribbr. Retrieved July 22, 2022, from https://www.scribbr.com/academic-essay/essay-outline/

Choudhary, A. (n.d.). Impressive Verbs to use in your Research Paper. Editage. Retrieved July 22, 2022, from https://www.editage.com/all-about-publication/research/impressive-Verbs-to-use-in-your-Research-Paper.html

Critical reading towards critical writing. (n.d.). University of Toronto. Retrieved July 22, 2022, from https://advice.writing.utoronto.ca/researching/critical-reading/

Critical writing. (n.d.). Teesside University. Retrieved July 22, 2022, from https://libguides.tees.ac.uk/ld.php?content_id=33286287

Critical writing. (n.d.-b). EAP FOUNDATION.COM. Https://www.eapfoundation.com/writing/critical/

Decide when to quote, paraphrase and summarize. (n.d.). University of Houston-Victoria. Retrieved July 22, 2022, from https://www.uhv.edu/curriculum-and-student-achievement/student-success/tutoring/student-resources/a-d/decide-when-to-quote-paraphrase-and-summarize/

Features of academic writing. (n.d.). UEFAP. Retrieved July 22, 2022, from http://www.uefap.com/writing/feature/hedge.htm

Five ways to introduce quotations. (n.d.). University of Georgia. Retrieved July 22, 2022, from https://dae.uga.edu/iep/handouts/Five-Ways-to-Introduce-Quotations.pdf

Jansen, D. (2017, April). Analytical writing vs descriptive writing. GRADCOACH. Retrieved July 22, 2022, from https://gradcoach.com/analytical-vs-descriptive-writing/

Hedges and Boosters. (n.d.). The Nature of Writing. Retrieved July 22, 2022, from https://natureofwriting.com/courses/introduction-to-rhetoric/lessons/hedges-and-boosters/topic/hedges-and-boosters

How to write critically. (n.d.). Teesside University. Retrieved July 22, 2022, from https://libguides.tees.ac.uk/ld.php?content_id=31275168

Lane, J. (2021, July 9). Critical thinking for critical writing. Simon Fraser University. Retrieved July 22, 2022, from https://www.lib.sfu.ca/about/branches-depts/slc/writing/argumentation/critical-thinking-writing

LibGuides: Critical Writing: Online study guide. (n.d.). Sheffield Hallam University. Retrieved July 22, 2022, from https://libguides.shu.ac.uk/criticalwriting

What are analytical verbs? (n.d.). Twinkl. Retrieved July 22, 2022, from https://www.twinkl.com/teaching-wiki/analytical-verbs

What is hedging in academic writing? (2022, May 3). Enago Academy. Retrieved July 22, 2022, from https://www.enago.com/academy/hedging-in-academic-writing/

Critical Reading, Writing, and Thinking Copyright © 2022 by Zhenjie Weng, Josh Burlile, Karen Macbeth is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Writing to Think: Critical Thinking and the Writing Process

“Writing is thinking on paper.” (Zinsser, 1976, p. vii)

Google the term “critical thinking.” How many hits are there? On the day this tutorial was completed, Google found about 65,100,000 results in 0.56 seconds. That’s an impressive number, and it grows more impressively large every day. That’s because the nation’s educators, business leaders, and political representatives worry about the level of critical thinking skills among today’s students and workers.

What is Critical Thinking?

Simply put, critical thinking is sound thinking. Critical thinkers work to delve beneath the surface of sweeping generalizations, biases, clichés, and other quick observations that characterize ineffective thinking. They are willing to consider points of view different from their own, seek and study evidence and examples, root out sloppy and illogical argument, discern fact from opinion, embrace reason over emotion or preference, and change their minds when confronted with compelling reasons to do so. In sum, critical thinkers are flexible thinkers equipped to become active and effective spouses, parents, friends, consumers, employees, citizens, and leaders. Every area of life, in other words, can be positively affected by strong critical thinking.

Released in January 2011, an important study of college students over four years concluded that by graduation “large numbers [of American undergraduates] didn’t learn the critical thinking, complex reasoning and written communication skills that are widely assumed to be at the core of a college education” (Rimer, 2011, para. 1). The University designs curriculum, creates support programs, and hires faculty to help ensure you won’t be one of the students “[showing]no significant gains in . . . ‘higher order’ thinking skills” (Rimer, 2011, para. 4). One way the University works to help you build those skills is through writing projects.

Writing and Critical Thinking

Say the word “writing” and most people think of a completed publication. But say the word “writing” to writers, and they will likely think of the process of composing. Most writers would agree with novelist E. M. Forster, who wrote, “How can I know what I think until I see what I say?” (Forster, 1927, p. 99). Experienced writers know that the act of writing stimulates thinking.

Inexperienced and experienced writers have very different understandings of composition. Novice writers often make the mistake of believing they have to know what they’re going to write before they can begin writing. They often compose a thesis statement before asking questions or conducting research. In the course of their reading, they might even disregard material that counters their pre-formed ideas. This is not writing; it is recording.

In contrast, experienced writers begin with questions and work to discover many different answers before settling on those that are most convincing. They know that the act of putting words on paper or a computer screen helps them invent thought and content. Rather than trying to express what they already think, they express what the act of writing leads them to think as they put down words. More often than not, in other words, experienced writers write their way into ideas, which they then develop, revise, and refine as they go.

What has this notion of writing to do with critical thinking? Everything.

Consider the steps of the writing process: prewriting, outlining, drafting, revising, editing, seeking feedback, and publishing. These steps are not followed in a determined or strict order; instead, the effective writer knows that as they write, it may be necessary to return to an earlier step. In other words, in the process of revision, a writer may realize that the order of ideas is unclear. A new outline may help that writer re-order details. As they write, the writer considers and reconsiders the effectiveness of the work.

The writing process, then, is not just a mirror image of the thinking process: it is the thinking process. Confronted with a topic, an effective critical thinker/writer

• asks questions
• seeks answers
• evaluates evidence
• questions assumptions
• tests hypotheses
• makes inferences
• employs logic
• draws conclusions
• predicts readers’ responses
• creates order
• drafts content
• seeks others’ responses
• weighs feedback
• criticizes their own work
• revises content and structure
• seeks clarity and coherence

Example of Composition as Critical Thinking

“Good writing is fueled by unanswerable questions” (Lane, 1993, p. 15).

Imagine that you have been asked to write about a hero or heroine from history. You must explain what challenges that individual faced and how they conquered them. Now imagine that you decide to write about Rosa Parks and her role in the modern Civil Rights movement. Take a moment and survey what you already know. She refused to get up out of her seat on a bus so a White man could sit in it. She was arrested. As a result, Blacks in Montgomery protested, influencing the Montgomery Bus Boycott. Martin Luther King, Jr. took up leadership of the cause, and ultimately a movement was born.

Is that really all there is to Rosa Parks’s story? What questions might a thoughtful writer ask? Here a few:

• Why did Rosa Parks refuse to get up on that particular day?
• Was hers a spontaneous or planned act of defiance?
• Did she work? Where? Doing what?
• Had any other Black person refused to get up for a White person?
• What happened to that individual or those individuals?
• Why hadn’t that person or those persons received the publicity Parks did?
• Was Parks active in Civil Rights before that day?
• How did she learn about civil disobedience?

Even just these few questions could lead to potentially rich information.

Factual information would not be enough, however, to satisfy an assignment that asks for an interpretation of that information. The writer’s job for the assignment is to convince the reader that Parks was a heroine; in this way the writer must make an argument and support it. The writer must establish standards of heroic behavior. More questions arise:

• What is heroic action?
• What are the characteristics of someone who is heroic?
• What do heroes value and believe?
• What are the consequences of a hero’s actions?
• Why do they matter?

Now the writer has even more research and more thinking to do.

By the time they have raised questions and answered them, raised more questions and answered them, and so on, they are ready to begin writing. But even then, new ideas will arise in the course of planning and drafting, inevitably leading the writer to more research and thought, to more composition and refinement.

Ultimately, every step of the way over the course of composing a project, the writer is engaged in critical thinking because the effective writer examines the work as they develop it.

Why Writing to Think Matters

Writing practice builds critical thinking, which empowers people to “take charge of [their] own minds” so they “can take charge of [their] own lives . . . and improve them, bringing them under [their] self command and direction” (Foundation for Critical Thinking, 2020, para. 12). Writing is a way of coming to know and understand the self and the changing world, enabling individuals to make decisions that benefit themselves, others, and society at large. Your knowledge alone – of law, medicine, business, or education, for example – will not be enough to meet future challenges. You will be tested by new unexpected circumstances, and when they arise, the open-mindedness, flexibility, reasoning, discipline, and discernment you have learned through writing practice will help you meet those challenges successfully.

Forster, E.M. (1927).  Aspects of the novel . Harcourt, Brace & Company.

The Foundation for Critical Thinking. (2020, June 17).  Our concept and definition of critical thinking . https://www.criticalthinking.org/pages/our-concept-of-critical-thinking/411

Lane, B. (1993).  After the end: Teaching and learning creative revision . Heinemann.

Rimer, S. (2011, January 18).  Study: Many college students not learning to think critically . The Hechinger Report. https://www.mcclatchydc.com/news/nation-world/national/article24608056.html

Zinsser, W. (1976).  On writing well: The classic guide to writing nonfiction . HarperCollins.

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Critical Reading and Reading Strategy

What is critical reading.

Reading critically does not, necessarily, mean being critical of what you read.

Both reading and thinking critically don’t mean being ‘ critical ’ about some idea, argument, or piece of writing - claiming that it is somehow faulty or flawed.

Critical reading means engaging in what you read by asking yourself questions such as, ‘ what is the author trying to say? ’ or ‘ what is the main argument being presented? ’

Critical reading involves presenting a reasoned argument that evaluates and analyses what you have read.  Being critical, therefore - in an academic sense - means advancing your understanding , not dismissing and therefore closing off learning.

See also: Listening Types to learn about the importance of critical listening skills.

To read critically is to exercise your judgement about what you are reading – that is, not taking anything you read at face value.

When reading academic material you will be faced with the author’s interpretation and opinion.  Different authors will, naturally, have different slants. You should always examine what you are reading critically and look for limitations, omissions, inconsistencies, oversights and arguments against what you are reading.

In academic circles, whilst you are a student, you will be expected to understand different viewpoints and make your own judgements based on what you have read.

Critical reading goes further than just being satisfied with what a text says, it also involves reflecting on what the text describes, and analysing what the text actually means, in the context of your studies.

As a critical reader you should reflect on:

• What the text says:  after critically reading a piece you should be able to take notes, paraphrasing - in your own words - the key points.
• What the text describes: you should be confident that you have understood the text sufficiently to be able to use your own examples and compare and contrast with other writing on the subject in hand.
• Interpretation of the text: this means that you should be able to fully analyse the text and state a meaning for the text as a whole.

Critical reading means being able to reflect on what a text says, what it describes and what it means by scrutinising the style and structure of the writing, the language used as well as the content.

Critical Thinking is an Extension of Critical Reading

Thinking critically, in the academic sense, involves being open-minded - using judgement and discipline to process what you are learning about without letting your personal bias or opinion detract from the arguments.

Critical thinking involves being rational and aware of your own feelings on the subject – being able to reorganise your thoughts, prior knowledge and understanding to accommodate new ideas or viewpoints.

Critical reading and critical thinking are therefore the very foundations of true learning and personal development.

See our page: Critical Thinking for more.

Developing a Reading Strategy

You will, in formal learning situations, be required to read and critically think about a lot of information from different sources. 

It is important therefore, that you not only learn to read critically but also efficiently.

The first step to efficient reading is to become selective.

If you cannot read all of the books on a recommended reading list, you need to find a way of selecting the best texts for you. To start with, you need to know what you are looking for.  You can then examine the contents page and/or index of a book or journal to ascertain whether a chapter or article is worth pursuing further.

Once you have selected a suitable piece the next step is to speed-read.

Speed reading is also often referred to as skim-reading or scanning.  Once you have identified a relevant piece of text, like a chapter in a book, you should scan the first few sentences of each paragraph to gain an overall impression of subject areas it covers.  Scan-reading essentially means that you know what you are looking for, you identify the chapters or sections most relevant to you and ignore the rest.

When you speed-read you are not aiming to gain a full understanding of the arguments or topics raised in the text.  It is simply a way of determining what the text is about. 

When you find a relevant or interesting section you will need to slow your reading speed dramatically, allowing you to gain a more in-depth understanding of the arguments raised.  Even when you slow your reading down it may well be necessary to read passages several times to gain a full understanding.

See also: Speed-Reading for Professionals .

Following SQ3R

SQ3R is a well-known strategy for reading. SQ3R can be applied to a whole range of reading purposes as it is flexible and takes into account the need to change reading speeds.

SQ3R is an acronym and stands for:

This relates to speed-reading, scanning and skimming the text.  At this initial stage you will be attempting to gain the general gist of the material in question.

It is important that, before you begin to read, you have a question or set of questions that will guide you - why am I reading this?  When you have a purpose to your reading you want to learn and retain certain information.  Having questions changes reading from a passive to an active pursuit.  Examples of possible questions include:

• What do I already know about this subject?
• How does this chapter relate to the assignment question?
• How can I relate what I read to my own experiences?

Now you will be ready for the main activity of reading.  This involves careful consideration of the meaning of what the author is trying to convey and involves being critical as well as active.

Regardless of how interesting an article or chapter is, unless you make a concerted effort to recall what you have just read, you will forget a lot of the important points.  Recalling from time to time allows you to focus upon the main points – which in turn aids concentration. Recalling gives you the chance to think about and assimilate what you have just read, keeping you active.  A significant element in being active is to write down, in your own words, the key points. 

The final step is to review the material that you have recalled in your notes.  Did you understand the main principles of the argument?  Did you identify all the main points?  Are there any gaps?   Do not take for granted that you have recalled everything you need correctly – review the text again to make sure and clarify.

Continue to: Effective Reading Critical Thinking

See also: Critical Analysis Writing a Dissertation Critical Thinking and Fake News

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4 The importance of critical thinking and analysis in academic studies

The aim of critical thinking is to try to maintain an objective position. When you think critically, you weigh up all sides of an argument and evaluate its strengths and weaknesses. So, critical thinking entails: actively seeking all sides of an argument, testing the soundness of the claims made, as well as testing the soundness of the evidence used to support the claims.

Box 1 What ‘being critical’ means in the context of critical thinking

Critical thinking is not :

• restating a claim that has been made
• describing an event
• challenging peoples’ worth as you engage with their work
• criticising someone or what they do (which is made from a personal, judgemental position).

Critical thinking and analysis are vital aspects of your academic life – when reading, when writing and working with other students.

While critical analysis requires you to examine ideas, evaluate them against what you already know and make decisions about their merit, critical reflection requires you to synthesise different perspectives (whether from other people or literature) to help explain, justify or challenge what you have encountered in your own or other people’s practice. It may be that theory or literature gives us an alternative perspective that we should consider; it may provide evidence to support our views or practices, or it may explicitly challenge them.

You will encounter a number of activities and assignments in your postgraduate studies that frequently demand interpretation and synthesis skills. We introduced such an activity in Session 1 (Activity 3). Part of this requires use of ‘higher-order thinking skills’, which are the skills used to analyse and manipulate information (rather than just memorise it). In the 1950s, Benjamin Bloom identified a set of important study and thinking skills for university students, which he called the ‘thinking triangle’ (Bloom, 1956) (Figure 1). Bloom’s taxonomy can provide a useful way of conceptualising higher-order thinking and learning. The six intellectual domains, their descriptions and associated keywords are outlined in Table 1.

This figure shows a pyramid with the following words, from top to bottom: evaluation (assessing theories; comparison of ideas; evaluating outcomes; solving; judging; recommending; rating), synthesis (using old concepts to create new ideas; design and invention; composing; imagining; inferring; modifying; predicting; combining), analysis (identifying and analysing patterns; organisation of ideas; recognising trends), application (using and applying knowledge; using problem solving methods; manipulating; designing; experimenting), comprehension (understanding; translating; summarising; demonstrating; discussing), knowledge (recall of information; discovery; observation; listing; locating; naming).

• Library Catalogue

Critical thinking for critical writing

On this page, non-critical vs. critical reading, modes of critical analysis, steps to writing critically, implications for writing.

Critical writing depends on critical thinking. Your writing will involve reflection on written texts: that is, critical reading.

Your critical reading of a text and thinking about a text enables you to use it to make your own arguments. As a critical thinker and writer, you make judgments and interpretations of the ideas, arguments, and claims of others presented in the texts you read.

The key is this: don’t read looking only or primarily for information . Instead, read to determine ways of thinking about the subject matter.

Non-critical   reading is focused on learning the information provided by a source. In this mode, a reader focuses on understanding the information, ideas, and opinions stated within the text. 

Sometimes non-critical reading is a part of our day-to-day lives. For example, we may consult a weather report to help us decide whether or not we need to pack an umbrella when we leave the house. Often, we don't need to be critical readers to get the information we need about the weather. However, if the weather report states that it will be a "sunny, cloudless day" and we can see that it is pouring outside our window, we will likely bring our critical reading abilities back into play! 

How to read critically

1. Determine the central claims or purpose of the text (its thesis). A critical reading attempts to identify and assess how these central claims are developed and argued.

2. Begin to make some judgments about context .

• What audience is the text written for?
• Who is it in dialogue with?
• In what historical context is it written?

3. Distinguish the kinds of reasoning the text employs.

• What concepts are defined and used?
• Does the text appeal to a theory or theories?
• Is any specific methodology laid out?
• If there is an appeal to a particular concept, theory, or method, how is that concept, theory, or method then used to organize and interpret the data?
• How has the author analyzed (broken down) the material?

4. Examine the evidence (the supporting facts, examples, etc.) the text employs. Supporting evidence is indispensable to an argument, so consider the kinds of evidence used: Statistical? Literary? Historical? From what sources is the evidence taken? Are these sources primary or secondary?

5. Critical reading may involve evaluation . Your reading of a text is already critical if it accounts for and makes a series of judgments about how a text is argued. Some assignments may also require you to assess the strengths and weaknesses of an argument.

Why to read critically

Critical reading is an important step for many academic assignments. Critically engaging with the work of others is often a first step in developing our own arguments, interpretations, and analysis. 

Critical reading often involves re-reading a text multiple times, putting our focus on different aspects of the text. The first time we read a text, we may be focused on getting an overall sense of the information the author is presenting - in other words, simply understanding what they are trying to say. On subsequent readings, however, we can focus on how the author presents that information, the kinds of evidence they provide to support their arguments (and how convincing we find that evidence), the connection between their evidence and their conclusions, etc. etc. 

Example:  A non-critical thinker/reader might read a history book to learn the facts of the situation or to discover an accepted interpretation of those events.

A critical thinker/reader might read the same work to appreciate how a particular perspective on the events and a particular selection of facts can lead to a particular understanding. A critical thinker/reader will likely also think about the perspectives of that event that are NOT being considered or presented in the text. 

What a text says  – restatement . Talks about the same topic as the original text. What a text does – description . Focuses on aspects of the discussion itself. What a text means – interpretation . Analyzes the text and asserts a meaning for the text as a whole.

TIP: An interpretation includes references to the content (the specific actions referred to), the language (the specific terms used), and the structure (such as the relationship between characters).

1. Take a critical stance:  recognize that every text, author, and argument comes from a perspective and is subject to interpretation and analysis.

2. Pay close attention : read texts not just for  what they say  but also for  how they say it . Notice examples, evidence, word choice, structure, etc. Consider the "fit" between the information a text provides and the way it provides that information. 

3. Think big picture : read texts in their context. This can sometimes also involve doing some research about your sources to learn more about the author, the time in which the text was written, the sources that funded the research, etc. 

4. Bring yourself in : critical writing also involves developing your own understandings, interpretations, analysis, and arguments in response to the texts you are reading. Sometimes this is accomplished by considering the connections/points of divergence between several texts you are reading. It can also involve bringing in your own perspectives and experiences to support or challenge evidence, examples, and/or conclusions. 

Writing critically involves:

• Providing appropriate and sufficient arguments and examples
• Choosing terms that are precise, appropriate, and persuasive
• Making clear the transitions from one thought to another to ensure the overall logic of the presentation
• Editing for content, structure, and language

An increased awareness of the impact of choices of content, language, and structure can help you as a writer to develop habits of rewriting and revision.

Reference: this resource was adapted from Dan Kurland's Critical Reading, at its Core, Plain and Simple

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This LibGuide introduces you to critical analysis, one of the most important aspects of studying at university, but also one of the most difficult to understand. This guide is designed to provide a conceptual overview of critical analysis, along with related concepts like evaluation, and then to give more practical guidance on how to introduce more critical thinking into your studies. 

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Analytical & critical reasoning

Analyze and synthesize complex information. critically evaluate ideas and options. develop and test hypotheses. analyze and interpret findings..

Jump to section:   Understanding Analytical & Critical Reasoning  | Cultivating Analytical & Critical Reasoning | Quick Guide to Becoming an Effective Analytical and Critical Thinker  |  Taking Action | Need Help?  |  Resources | References

Understanding Analytical & Critical Reasoning 

Analytical and critical reasoning is the rational process through which you “obtain, interpret, and use knowledge, facts, and data”, while exercising logical thinking in analyzing issues and making proper decisions, to ultimately solve problems. [ 1 ]  

Why does it matter? Analytical and critical reasoning is a highly transferable skill set widely sought after in a variety of career paths. [ 2 ]  Being an analytical and critical “thinker” is the most common attribute of successful researchers, regardless of their field.  [ 3 ]  This ability allows you, whether you are a graduate student or a professional, to effectively navigate the different phases of the research process: From compiling and synthesizing information, to evaluating variable evidence, formulating questions and testing hypotheses, and interpreting and reflecting on your own findings in connection to other studies. Developing analytical and critical reasoning skills is important to reduce biased practices in professions that rely on complex decision making such as healthcare, where errors in judgement have severe consequences.  [ 4 ]   While being critical is a way of utilizing your subject knowledge to solve problems and make decisions, this process compels you to seek and validate new information, thus expanding your knowledge in a familiar or new subject areas. Moreover, analytical and critical reasoning allows you to improve on other skills such as writing and presenting. For instance, by critically examining published evidence and pertinent facts, you will enhance your argumentative writing skills needed for drafting a research manuscript or a thesis.  [ 5 ]   In everyday life, analytical and critical reasoning is essential for solving problems and making adequate decisions. In contrast to the passive “sponge approach” of merely absorbing information by relying on concentration and memory, analytical and critical reasoning provides you with an interactive approach to reach an independent decision or belief about the worth and validity of what you read, hear, or experience.  [ 6 ]  Therefore, through this thinking process, our decisions and beliefs are based on reflective judgement rather than associations or assumptions. 

Cultivating Analytical & Critical Reasoning 

Graduate students are provided with many opportunities to acquire and practice their analytical and critical reasoning skills which, while enhancing the learning process, provide a lifelong tool that goes beyond graduate studies.  [ 7 ]  While it may come to you as second nature, analytical and critical reasoning can be further honed through practice, during and following graduate studies.  [ 8 ]  For instance, in a data-driven learning setting, repeated cycles of making, reflecting, and deciding on how to act vis-a-vis quantitative comparisons, have remarkably improved students’ critical thinking, as well as their learning outcomes (e.g., evaluating models, making appropriate changes to methods). [ 9 ]  

Be a critical reader and writer 

Cultivating critical reading will enhance your critical writing. Critical reading implies that readers should focus on the “Ways of Thinking” about a topic, rather than exclusively gathering the information about it in the text.  [ 10 ]  For example, examine how arguments were presented and conclusions were reached. Adopting a question-asking attitude and reflecting on the answers will guide you through this process.  

Depending on the nature of the questions, the answers could either be definite such as the distance between the moon and the earth in physics, or limited to intelligent guesses such as the reason behind a given human behaviour in psychology. 

Here are some examples of guiding questions: [ 11 ]

• What are the issues of the conclusions?
• What are the reasons?
• Which words or phrases are ambiguous? 
• What are the value conflicts and assumptions?
• What are the descriptive assumptions?
• Are there any fallacies in the reasoning?
• How good is the evidence?

Quick Guide to Becoming an Effective Analytical and Critical Thinker 

Consider what a critical thinker would expect, comment, or ask as you write a manuscript or prepare a presentation 

Be a curious learner by continuously seeking information and discussing concepts and novel discoveries with your peers or supervisor  [ 12 ]  

Avoid “analysis paralysis” by focusing on both the details and the big picture, ensuring a rational decision-making process  [ 13 ]  

Analyze your own reasoning process and effectively communicate it as a way to persuade others  [ 14 ]  

Connect with ideas, people, and organizations beyond your comfort zone to expand your perspectives  

Engage with challenging and dissenting views, and consider unconventional, alternative solutions  [ 15 ]  

Consider how your personal biases, values, views, and location in time and space ‒ collectively known as positionality ‒ influence your reasoning and actions. Positionality is a challenge for objectivity in research, especially in qualitative studies  [ 16 ]  

Play brain training games (validated):  Brain Age,   Luminosity ,  Elevate .. 

Taking Action  

Professional development & training .

• Program –  McGill Analytics Decision Making : An intensive program designed for those in a strategic role. The program includes the use of analytic tools to generate insights and making decisions.    
• Workshop –  McGill Balanced Thinking Skills : This workshop is designed for participants to acquire a well-balanced thinking style when solving problems, making decisions, communicating and leading others.   
• Check  myInvolvement  for upcoming workshops and programs by searching for events tagged with this category: Analytical and Critical Reasoning   

Foundation for Critical Thinking : This site provides a list of programs, courses and materials relevant to improve critical thinking skill 

Farnam Street  by Shane Parrish: a popular intellectual blog covering various topics such as mental models, decision making, learning, reading, and the art of living. 

Groups & Associations 

Association for Science & Reason: This association promotes critical thinking skills and scientific methodology. 

The Critical Thinking Consortium: This organization aims to work in sustained ways with educators and related organizations to inspire, support and advocate for the infusion of critical, creative and collaborative thinking. 

Browne, M. N., & Keeley, S. M. (2011). Asking the right questions: A guide to critical thinking. Boston: Pearson.  http://mcgill.worldcat.org/oclc/725828776  

Levitin, D. J. (2014). The organized mind: Thinking straight in the age of information overload.  http://mcgill.worldcat.org/oclc/861478878 

Paul, R., & Elder, L. (2002). Critical thinking: Tools for taking charge of your professional and personal life. Upper Saddle River, NJ: Financial Times/Prentice Hall.  http://mcgill.worldcat.org/oclc/57726633 

MacDonald, C., & Vaughn, L. (2016). The power of critical thinking.  http://mcgill.worldcat.org/oclc/935757523 

McGill Teaching and Learning Services – SKILLSETS  Tel: 514-398-6648  Email:  skillsets [at] mcgill.ca     

[1]  Career Readiness Defined. NACE. (2014). 

[2]  2013 Campus Recruitment Educator Summary. Smith, P. (2013). 

[3]  Vitae Researcher Development Framework (RDF) 2011.  

[4]  Cognitive forcing strategies in clinical decisionmaking.  Croskerry, P. (2003). 

[5], [6], [11]  Asking the right questions: a guide to critical thinking. Browne, M.N. (2011). 

[7]  Targeted Competencies in Graduate Programs. ADESAQ (2015). 

[8], [9]  Teaching critical thinking. Holmes, N.G. (2015).

[10]  Critical Reading Towards Critical Writing. University of Toronto. 

[12], [13], [14], [15]  5 strategies to grow critical thinking skills. Wiley, S. (2015). 

[16]  Positionality. Sanchez, L. (2010). 

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Analytical Reading Unleashed: Delve Into Deeper Comprehension

Consider this: Abraham Lincoln, one of the most revered U.S. presidents, was known for his insatiable appetite for reading and learning.

He would spend countless hours studying and analyzing texts, ultimately using the knowledge he gained to navigate the tumultuous times during his presidency.

Imagine how your life could change if you unlocked the same power of analytical reading as Lincoln did.

In this article, we’ll explore the world of analytical reading and discover how it can elevate our minds and improve our understanding of the world around us.

TLDR Summary

• Analytical reading involves actively engaging with a text, evaluating the author’s intent, main arguments, and underlying assumptions, leading to deeper comprehension.
• Developing analytical reading skills can enhance cognitive functions, such as attention, memory, and critical thinking , and promote overall brain health.
• Key strategies for honing analytical reading skills include pre-reading, active reading, and post-reading techniques, like setting a purpose, notetaking, summarizing, and reflecting on the material.
• Analytical reading is crucial in various contexts, from academia and professional development to leisure reading, and can boost creativity and problem-solving abilities.
• Analytical reading enhances personal growth and self-discovery by introducing readers to diverse perspectives, promoting a deeper understanding of the world and encouraging intellectual curiosity.

What is Analytical Reading?

Analytical reading is the art of actively engaging with a text, dissecting its structure and content, and extracting its deeper meanings.

This is in contrast to passive reading, where the reader merely skims the surface of the material.

As the great writer and philosopher Francis Bacon once said,

“Some books should be tasted, some devoured, but only a few should be chewed and digested thoroughly.”

In essence, analytical reading is that thorough digestion.

Components of Analytical Reading:

• Evaluating the author’s intent
• Identifying the author’s main arguments
• Recognizing underlying assumptions
• Drawing connections to other works

The Neuroscience Behind Analytical Reading

As a psychology dilettante, I can’t help but get excited when I consider the inner workings of the brain.

Analytical reading engages various cognitive functions, such as attention, memory, and critical thinking .

Research indicates that it can also enhance neural connections, leading to improved cognitive function and overall brain health.

So, not only are you becoming a more insightful reader, but you’re giving your brain a workout too.

Analytical Reading Strategies

Like a fine wine, analytical reading skills take time to develop.

Thankfully, there are numerous strategies that can help you hone these abilities…

Pre-reading Techniques

A) setting a purpose.

Before diving into a text, ask yourself why you’re reading it.

Is it to expand your knowledge or gain insights into a specific topic?

Establishing a purpose will help you focus your efforts and ensure you’re engaging with the text on a deeper level.

b) Inspecting the Material

Get a sense of the text’s structure by quickly scanning its headings, subheadings, and any illustrations.

This will give you a roadmap to follow as you delve into the material. This is also known as inspectional reading .

c) Formulating Questions

As the ancient philosopher Socrates so famously demonstrated, asking questions is a powerful tool for learning.

Develop a set of questions to guide your reading and keep you engaged with the material.

Active Reading Strategies

A) notetaking and highlighting.

As you read, take notes and highlight key points.

This not only helps you retain information but also allows you to easily revisit important concepts later.

b) Summarizing and Paraphrasing

Restate the author’s ideas in your own words.

This forces you to actively engage with the material and ensures you’re understanding the content on a deeper level.

c) Making Connections

Draw connections between the text and other works, historical events, or even your own experiences.

This will help you develop a more comprehensive understanding of the material.

Post-reading Strategies

A) reflecting on the material.

After completing the text, take a moment to reflect on what you’ve learned.

Consider how the author’s ideas connect with your existing knowledge and how they might influence your future thoughts.

b) Analyzing and Evaluating the Content

Critically assess the author’s arguments, considering their validity and any potential biases.

This is a crucial step in developing your analytical reading abilities.

c) Synthesizing Information

Combine the insights you’ve gained from the text with your existing knowledge to form new ideas and perspectives.

This synthesis is the ultimate goal of analytical reading , as it allows you to grow intellectually and creatively.

Analytical Reading Example

To provide a concrete example of analytical reading in action, let’s consider George Orwell’s classic novel, “1984.”

An analytical reader would not simply consume the story but would dissect its themes, such as the dangers of totalitarianism and the power of language.

They might draw connections to contemporary political situations or other dystopian works, such as Aldous Huxley’s “Brave New World.”

By engaging with the text on this deeper level, the reader gains a richer understanding of Orwell’s message and its relevance to the world today.

Analytical Reading Exercises

Practicing analytical reading skills is essential for improvement. Here are some exercises to help you flex those cognitive muscles:

• Pick a random passage from a book or article and write a brief summary of its main ideas.
• Choose a controversial topic and read two opposing viewpoints. Analyze and compare the authors’ arguments and biases.
• Read a classic work of literature and research the historical context in which it was written. Consider how this context might influence your interpretation of the text.

Tools to Aid Analytical Reading

There are numerous tools available that can help you develop your analytical reading abilities:

• Speed reading applications, like Spreeder or Readlax, can train your brain to process text more efficiently, allowing you to focus on analysis.
• Annotation tools, such as Diigo or Hypothesis, enable you to highlight and comment on text, fostering active engagement.
• Mind-mapping software, like XMind or MindMeister, can help you visually organize information and identify connections between ideas.

Analytical Reading in the Digital Age

In today’s information-saturated world, developing strong analytical reading skills is more important than ever.

These abilities enable you to navigate the vast sea of online content, discerning reliable sources from misinformation and extracting valuable insights.

Improving Analytical Reading in Different Contexts

Analytical reading is not limited to academia.

It is a versatile skill that can be applied to various areas of your life, from professional development to leisure reading:

• Academic reading: Analytical reading can help you excel in school by enabling you to engage more deeply with assigned texts and develop well-informed opinions.
• Professional reading: In the workplace, analytical reading can improve your decision-making and problem-solving abilities by allowing you to more thoroughly evaluate information.
• Leisure reading: Even when reading for pleasure, analytical reading can enrich your experience by helping you appreciate the nuances and complexities of a story.

Measuring Your Progress

As you work to develop your analytical reading skills, it’s important to track your progress and identify areas for improvement.

• Self-assessment techniques, like reflecting on your reading experiences or discussing texts with others, can help you gauge your growth.
• Analytical reading rubrics and benchmarks, which can be found online or in educational resources, provide a standardized framework for evaluating your abilities.
• Tracking improvement over time, such as by keeping a reading journal or setting specific goals, will help you stay motivated and focused on your development.

The Impact of the Technique on Creativity and Problem-Solving

Developing strong analytical reading skills can also boost your creativity and problem-solving abilities.

By engaging deeply with texts, you expose yourself to diverse perspectives and novel ideas.

This, in turn, can stimulate your own creative thinking and enhance your ability to approach challenges in innovative ways.

As the renowned writer Marcel Proust once said,

“The only real voyage of discovery consists not in seeking new landscapes but in having new eyes.”

Famous Thinkers on the Importance of Analytical Reading

Throughout history, many influential thinkers have recognized the value of deep reading :

René Descartes: “The reading of all good books is like a conversation with the finest minds of past centuries.” Virginia Woolf: “The only advice, indeed, that one person can give another about reading is to take no advice, to follow your own instincts, to use your own reason, to come to your own conclusions.” Mortimer J. Adler: “In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through to you.”

Personal Growth and Self-Discovery

By fostering a deeper understanding of the world and the people within it, analytical reading can contribute to your personal growth and self-discovery.

Engaging with a wide range of texts can expose you to new ideas and perspectives that challenge your existing beliefs and expand your horizons.

In this way, analytical reading can be a transformative experience, ultimately leading to a more fulfilling and meaningful life.

Unlocking the power of this approach can enhance your reading comprehension, just as it did for great thinkers like Abraham Lincoln.

By engaging with texts on a deeper level, you’ll not only boost your brain health but also gain valuable insights and a richer understanding of the world around you.

So, embrace your inner analytical reader and embark on your own intellectual adventure today.

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Critical reading: what is critical reading, and why do i need to do it.

Critical reading means that a reader applies certain processes, models, questions, and theories that result in enhanced clarity and comprehension. There is more involved, both in effort and understanding, in a critical reading than in a mere "skimming" of the text. What is the difference? If a reader "skims" the text, superficial characteristics and information are as far as the reader goes. A critical reading gets at "deep structure" (if there is such a thing apart from the superficial text!), that is, logical consistency, tone, organization, and a number of other very important sounding terms.

What does it take to be a critical reader? There are a variety of answers available to this question; here are some suggested steps:

1. Prepare to become part of the writer's audience.

After all, authors design texts for specific audiences, and becoming a member of the target audience makes it easier to get at the author's purpose. Learn about the author, the history of the author and the text, the author's anticipated audience; read introductions and notes.

2. Prepare to read with an open mind.

Critical readers seek knowledge; they do not "rewrite" a work to suit their own personalities. Your task as an enlightened critical reader is to read what is on the page, giving the writer a fair chance to develop ideas and allowing yourself to reflect thoughtfully, objectively, on the text.

3. Consider the title.

This may seem obvious, but the title may provide clues to the writer's attitude, goals, personal viewpoint, or approach.

4. Read slowly.

Again, this appears obvious, but it is a factor in a "close reading." By slowing down, you will make more connections within the text.

5. Use the dictionary and other appropriate reference works.

If there is a word in the text that is not clear or difficult to define in context: look it up. Every word is important, and if part of the text is thick with technical terms, it is doubly important to know how the author is using them.

6. Make notes.

Jot down marginal notes, underline and highlight, write down ideas in a notebook, do whatever works for your own personal taste. Note for yourself the main ideas, the thesis, the author's main points to support the theory. Writing while reading aids your memory in many ways, especially by making a link that is unclear in the text concrete in your own writing.

7. Keep a reading journal

In addition to note-taking, it is often helpful to regularly record your responses and thoughts in a more permanent place that is yours to consult. By developing a habit of reading and writing in conjunction, both skills will improve.

Critical reading involves using logical and rhetorical skills. Identifying the author's thesis is a good place to start, but to grasp how the author intends to support it is a difficult task. More often than not an author will make a claim (most commonly in the form of the thesis) and support it in the body of the text. The support for the author's claim is in the evidence provided to suggest that the author's intended argument is sound, or reasonably acceptable. What ties these two together is a series of logical links that convinces the reader of the coherence of the author's argument: this is the warrant. If the author's premise is not supportable, a critical reading will uncover the lapses in the text that show it to be unsound.

Questions, comments, and other sundry things may be sent to [email protected]

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• Reading to Engage and Evaluate
• Effective Critical Reading

Audience and Purpose

Analysis Checklist

• Reading for Evaluation

As an effective critical reader you must be able to identify the important elements of a text and their function.

To analyze means to break a text down into its parts to better understand it. When analyzing you notice both what the author is saying and how they are saying it. Looking deeply into a text beyond the explicit information can tell you the intended audience, the author's agenda or purpose, and the argument. Clues about these areas are often found in the language the author uses such as the word choice, phrasing, and tone. 

Look at this excerpt. Click each number button to learn more about evaluating this text:

How Is Asthma Treated? 

Take your medicine exactly as your doctor tells you and stay away from things that can trigger an attack to control your asthma.

Everyone with asthma does not take the same medicine. 

You can breathe in some medicines and take other medicines as a pill. Asthma medicines come in two types-quick-relief and long-term control. Quick-relief medicines control the symptoms of an asthma attack. If you need to use your quick-relief medicines more and more, visit your doctor to see if you need a different medicine. Long-term control medicines help you have fewer and milder attacks, but they don't help you while you are having an asthma attack. 

Asthma medicines can have side effects, but most side effects are mild and soon go away.  Ask your doctor about the side effects of your medicines. 

Remember -you can control your asthma. With your doctor's help, make your own asthma action plan. Decide who should have a copy of your plan and where he or she should keep it. Take your long-term control medicine even when you don't have symptoms. (Centers for Disease Control and Prevention [CDC), 2018).

Use of Second Person

The author uses the second person point of view, the "you" pronoun to address the reader. The use of second person point of view is informal and not often seen as scholarly writing.

Scholarly Voice

The author uses contractions like don't and avoids medical terminology and difficult vocabulary.

Talking Directly to Readers

The author seems to be talking directly to readers who are not in the medical profession, giving them advice on how to treat asthma and prevent attacks.

From this analysis we can interpret that the intended audience is individuals with asthma.

The tone, while informal, it is also authoritative and direct. Note and gentle, emotional, or anecdotal information that is included. The author does not highlight statistics about the high rate of asthma or the implications of leaving it untreated. In order to persuade, the writing is presented in an objective manner that supports awareness. From this analysis, we understand that the author's purpose is to inform in a very practical way.

Why does analyzing for audience and purpose matter?

The audience and purpose can tell you whether a source might be appropriate to use in your own research and writing.

For example, because this excerpt was written to inform the general public about asthma, it does not have the level of detail and evidence necessary for scholarly research. 

It is also helpful to know from what point of view the author is writing so you can consider that when evaluating for potential bias. Another benefit of analyzing in this way is that you can apply what you learn to your own writing. For example, when reading an academic essay you may identify that word choice and tone are really effective in communicating with the academic community. You can then try a similar voice and tone in your own writing.

If you find it helpful to follow checklists, consider using this one to practice your analysis skills as you are reading. 

Who is the intended audience?

What is the author's purpose?

How do the audience and purpose influence your reading?

Argument and Evidence

What is the thesis?

What are the main points that support that thesis, and how do those main points connect?

What evidence is used?

Language and Tone

What is the tone the author uses?

How does the author's use of language and tone support the audience, purpose, and argument?

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How to Encourage Critical Thinking Skills While Reading: Effective Strategies

Encouraging critical thinking skills while reading is essential to children’s cognitive development. Critical thinking enables them to engage deeply with a topic or a book, fostering a better understanding of the material. It is a skill that does not develop overnight but can be nurtured through various strategies and experiences.

One effective way to cultivate critical thinking in children is by sharing quality books with them and participating in discussions that facilitate an exchange of ideas and opinions. Through these conversations, children can draw on their existing knowledge, problem-solving abilities, and experiences to expand their understanding of a subject.

Parents and teachers help kids think more deeply about things. They can do this by answering questions that help kids compare different ideas, look at things from different angles, guess what might happen, and develop new solutions.

Importance of Critical Thinking Skills in Reading

Critical thinking helps us understand what we read better. It helps us ask questions and think more deeply about the text. Critical thinking skills can help us analyze, evaluate, and understand what we read.

By incorporating critical thinking, readers can differentiate between facts and opinions, forming their views based on logical reasoning and evidence. This ability is particularly crucial in today’s information abundance, where readers are often exposed to biased or unreliable content. According to Critical Thinking Secrets , using critical thinking in reading allows learners to exercise their judgment in assessing the credibility of the information.

Furthermore, critical thinking promotes creativity and problem-solving skills. Practicing critical thinking allows learners to devise new and innovative ideas to address various challenges. This skill improves academic performance and prepares young minds for future professional endeavors.

Engaging with quality books and participating in thought-provoking discussions can nurture critical thinking abilities in children. Reading Rockets emphasizes the importance of exposing children to texts that challenge their thinking and encourage them to ask questions, fostering the development of critical thinking skills over time.

Teachers also play a significant role in promoting critical thinking in the classroom. Employing various instructional strategies, such as problem-based learning, asking open-ended questions, and providing opportunities for group discussions, can help students cultivate critical thinking habits.

Developing a Reading Environment That Fosters Critical Thinking

Creating a reading environment that promotes critical thinking enables students to engage with texts more deeply and develop essential analytical skills. The following sub-sections outline strategies for choosing thought-provoking materials and encouraging open discussions.

Choosing Thought-Provoking Materials

Selecting suitable reading materials is critical to stimulating critical thinking among students. Teachers should look for texts that:

• Are relevant and relatable to students’ lives and interests
• Present various perspectives and diverse characters
• Pose challenging questions and open-ended problems

By incorporating such texts into the classroom, students can be exposed to new ideas and viewpoints, promoting critical thinking and engagement with the material. For instance, in Eight Instructional Strategies for Promoting Critical Thinking , teachers are advised to choose compelling topics and maintain relevance to foster critical thinking

Encouraging Open Discussions

Fostering an environment where open discussions occur is essential to promoting critical thinking skills while reading. Teachers should:

• Create a culture of inquiry by posing open-ended questions and encouraging students to form opinions and debates
• Facilitate discussions by asking students to explain their thinking processes and share their interpretations of the text
• Respect all opinions and viewpoints, emphasizing that the goal is to learn from each other rather than reach a “correct” answer

Students who feel comfortable participating in discussions are more likely to develop critical thinking skills. The Reading Rockets emphasizes the importance of reading together and engaging in conversations to nurture critical thinking in children.

Active Reading Strategies

Active reading is an essential skill for encouraging critical thinking skills while reading. This involves consciously engaging with the material and connecting with what you know or have read before. This section discusses key strategies that can help you become an active reader.

Annotating and Note-Taking

Annotating the text and taking notes as you read allows you to engage with the material on a deeper level. This process of actively engaging with the text helps you to analyze and retain information more effectively. As you read, it is important to make marginal notes or comments to highlight key points and draw connections between different sections of the material.

Asking Questions While Reading

One important aspect of critical reading is questioning the material. This means not taking everything you read at face value and considering the author’s interpretation and opinion . As you read, develop the habit of asking questions throughout the process, such as:

• What is the author’s main argument?
• What evidence supports this argument?
• How is the information presented in a logical manner?
• What are the possible opposing viewpoints?

By asking questions, you can better understand the author’s viewpoint and the evidence presented, which helps to develop your critical thinking skills.

Summarizing and Paraphrasing

Summarizing and paraphrasing are essential skills for critical reading. Summarizing the material allows you to condense key points and process the information more easily. Paraphrasing, or rephrasing the ideas in your own words, not only helps you better understand the material, but also ensures that you’re accurately interpreting the author’s ideas.

Both summarizing and paraphrasing can enhance your critical thinking skills by compelling you to analyze the text and identify the main ideas and supporting evidence. This way, you can make informed judgments about the content, making your reading more purposeful and engaging.

Developing critical thinking skills while reading literature involves a comprehensive understanding of various literary devices. This section highlights three primary aspects of literary analysis: Recognizing Themes and Patterns, Analyzing Characters and Their Motivations, and Evaluating the Author’s Intent and Perspective.

Recognizing Themes and Patterns

One way to foster critical thinking is through recognizing themes and patterns in the text. Encourage students to identify recurring themes, symbols, and motifs as they read. Additionally, examining the relationships between different elements in the story can help create connections and analyze the overall meaning.

For example, in a story about the struggles of growing up, students might notice patterns in the protagonist’s journey, such as recurring conflicts or milestones. By contemplating these patterns, learners can engage in deeper analysis and interpretation of the text.

Analyzing Characters and Their Motivations

Character analysis is an essential aspect of literary analysis, as understanding characters’ motivations can lead to a thorough comprehension of the narrative. Encourage students to analyze the motives behind each character’s actions, focusing on the factors that drive their decisions.

For instance, in a novel where two characters have differing goals, have students consider why these goals differ and how the characters’ motivations impact the story’s outcome. This exploration can lead to thought-provoking discussions about human behavior, facilitating the development of critical thinking skills.

Evaluating the Author’s Intent and Perspective

Critical thinking is essential to evaluating the author’s intent and perspective. This process involves deciphering the underlying message or purpose of the text and analyzing how the author’s experiences or beliefs may have influenced their writing.

One strategy for accomplishing this is to examine the historical or cultural context in which the work was written. By considering the author’s background, students can better understand the ideas or arguments presented in the text.

For example, if reading a novel set during a significant historical period, like the Civil Rights Movement, understanding the author’s experience can help students analyze narrative elements, enhancing their critical thinking abilities.

Methods to Encourage Critical Thinking Beyond Reading

While reading is essential to developing critical thinking skills, it can be further enhanced by incorporating certain activities in daily routines that promote critical thinking.

Debates and Group Discussions

Debates and group discussions are excellent methods for encouraging critical thinking. By participating in debates or discussions, learners exchange diverse ideas, challenge each other’s reasoning, and evaluate the strength of their arguments. These activities require participants to think and respond quickly, synthesize information, and analyze multiple perspectives.

Teachers and parents can facilitate debates and group discussions by selecting topics that are relevant and related to the subject matter. Promoting respectful dialogue and modeling effective listening skills are also important aspects of setting up successful debates or discussions.

Exploring Other Media Formats

In addition to reading, exploring other media formats like documentaries, podcasts, and videos can help stimulate critical thinking in learners. Different mediums present information in unique ways, providing learners with various perspectives and fostering a more comprehensive understanding of the topic.

Using diverse media formats, individuals can compare and contrast information, question what they know, and further develop their analytical skills. It is essential that educators and parents encourage learners to explore these formats critically, assessing the credibility of the sources and ensuring accuracy in the information consumed.

Assessing Progress and Providing Feedback

Developing critical thinking skills while reading requires continuous assessment and feedback. Monitoring students’ progress in this area and providing constructive feedback can help ensure development and success.

Setting Measurable Goals

Establishing clear, measurable goals for critical thinking is vital for both students and educators. These goals should be specific, achievable, and time-bound. To effectively assess progress, consider using a variety of assessments, such as:

• Classroom discussions
• Reflective writing assignments
• Group projects
• Individual presentations

These different assessment methods can help determine if students are reaching their critical thinking goals and guide educators in adjusting their instruction as needed.

Providing Constructive Feedback

Constructive feedback is essential for students to improve their critical thinking skills. When providing feedback, consider the following guidelines:

• Be specific and focused on the critical thinking aspects of students’ work
• Link feedback directly to the established goals and criteria
• Encourage self-assessment and reflection
• Highlight strengths and areas for improvement
• Offer realistic suggestions for improvement

By implementing these strategies, educators can ensure that students receive the necessary support and guidance to develop their critical thinking skills while reading.

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