Reading the question critically
When reading the assignment question you can use your critical thinking skills to make sure you understand the question fully. For instance, if the question asks you to compare two approaches, you’ll know that you must devote some of your wordcount to one approach and some to the other.
Likewise, if the question asks you to ‘Assess the value of … to our understanding of…’you’ll have two points of focus in your answer. Look to the process words. They’ll tell you what you’re expected to do with the subject and are often verbs (such as compare).
You’ll find that the process words in your assignment questions prompt certain areas of critical thinking. So, for example, if the question asks you to:
- evaluate, assess, defend, support: you should prepare reasoned judgement based on your analysis
- apply, demonstrate, illustrate, interpret, solve you need to apply the subject (to a given situation)
- develop, formulate, arrange you’re expected to combine material with other materials you read in the module
- compare, contrast, discriminate, distinguish, examine: you need to analyse the argument
- define, list, name, order: you need to identify the content.
These verbs may have meanings that are quite specific within your subject area! Always consult your assignment booklet carefully to make sure you know what’s expected of you. If you’re still in doubt, ask your tutor.
The box below and the following text demonstrate an example of how you might approach a Level 3 computing module assignment question. Using critical thinking in an assignment
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(a) Write about 300 words outlining the differences between robots built according to the SENSE–ACT model and those built according to the older SENSE–PLAN–ACT model. Describe the relative strengths and weaknesses of each model.
(b) In Unit 4, we categorised learning strategies under four broad headings: supervised, reinforcement, imitation and evolution. Use the web to find an original example of one of these used in an actual system.
Write a set of notes, describing in outline the example you found, and sketching the main features of the learning process as it was implemented. Aim to write no more than 200 words.
A good place to start would be to split Part (a) of this question into two chunks. There are two process words used in the question that help with this: ‘outline’ and ‘describe’.
For the first chunk, you only need to talk about differences between the two models rather than describe the whole model in each case. You might, however, write a description of each model first to help you identify where they differ.
For the second chunk, some critical thinking is required. You need to compare the two models again but this time you must form an opinion about which aspects of each model are advantages, and which are drawbacks.
It’s possible that some aspects may be strength in some circumstances and a weakness in others, in which case you may need to give examples to illustrate these ideas.
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For Part (b) you might be tempted to plunge straight into searching the web for a useful example. A far better approach would be to spend a bit of time thinking about the four learning strategies and making some notes on them to be sure you understand what concepts to look for in an actual system. The key process word for this part is once again ‘describe’. It may be tricky to find an example that can be outlined, and its learning strategy described, in only 200words.
You would need to carefully evaluate the results of your research to decide which system offers the best opportunity to demonstrate your understanding of the concepts.
The above discussion shows that it’s worth spending some time thinking about, planning and researching your answers to assignment questions Using structuring devices in your writing
In addition to structuring your assignment as essay-style or report-style, you must convey the overall logic and progression of your argument. This demonstrates the critical thinking that underlies your assignment. As you gain experience, you’ll find your own favourite writing patterns. In the meantime, here are some suggested ways of structuring your writing:
- use context and examples
- use themes
- link and signpost.
Use context and examples Your writing should include a certain amount of contextualisation, which means that you define the background of the subject for your reader. You’re likely to do this in a general way within your introduction but you may also need to set the context at various points throughout your assignment.
How you set the context depends on your assignment. It may involve giving descriptions of theories and concepts, a historical account of attitudes or a description of a problem.
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There are other contextualising devices you might call upon to add structure to your writing. For example:
- spatial organisation – for example a description of the molecular composition of a chemical
- temporal organisation – for example the process of change
- over time that occurs within an ecological habitat (succession), changes of attitudes towards something over time
- from less complex to more complex – for example from the make-up of a family unit to the make-up of the society in which they live. Use themes
- You may find that your module materials highlight certain themes that run throughout the module. Your assignment question (or the notes that accompany it) may reference these themes explicitly or implicitly.
- Draw on themes to add structure to your writing. They can prove useful device that might help you link aspects of your module learning. Use them to demonstrate differences and similarities between schools of thought or theoretical approaches. You can also use a theme to help you to frame an argument or conclusion.
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- Examine how and where critical thinking might support your answer and any arguments you present.
- If you’ve drawn conclusions or identified implications, consider whether these should be included.
- Remember to link your ideas to evidence and ensure the warrant is justifiable.
- If you draw inferences from someone else’s argument, you must provide logical reasoning to back up your extrapolation
Once you have a first draft of your assignment then ask yourself whether there’s enough evidence to support your claims. Do you need to rethink or tone down your argument with more objective language? Do you need to refute or rebut any objections to your argument?
- Less is more. Use your critical thinking skills to select the most appropriate content rather than putting in everything you’ve read on the topic. This is all work you do as an independent learner. The next section outlines how you can use critical thinking when working with others
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It’s likely that the group of students above would immediately agree on several words as representing an emotion, for example ‘joy’. Eves, they can still debate their reasons for their choices, using this as an opportunity to practise putting forward their ideas, as well as listening to and weighing up the ideas of others. Often at a tutorial you won’t agree with the views of everyone else.
Some students may declare that ‘nausea’ is an emotion; you may disagree. If you explain why, you disagree and give examples to back up your case, then others can state where they differ.
They may challenge your original thoughts, forcing you to re-evaluate your own claim. On reflection, you may stick to your original belief, butter-evaluation has helped you to state your case more convincingly …or you may change your mind.
After the tutorial it’s likely that some of the discussion points will stick in your mind. These could be those that you agreed with or, just as likely, those you disagreed with.
So, engaging in debate with your fellow students provides you with an opportunity to practice and strengthen your critical thinking skills. It also helps you to think through issues that might come up during assignments and exams. Using critical thinking in your module forum
Your critical thinking skills could be enhanced further by joining in with, or starting off, a discussion thread on your module forum. Not only would this allow you to formulate your ideas and justifications by writing them down, but it would also expose your stance to a whole new set of students.
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Critical thinking skills involve:
- actively seeking all sides of an argument
- testing the soundness of the claims made
- testing the soundness of the evidence used to support the claims.
You’ll take these skills with you throughout your student life and beyond into postgraduate study and your personal life. Being able to think critically about complex issues is enjoyable and an exciting skill to have.
As you practise and improve your abilities and your thinking becomes more acute and discerning, you experience the pleasure of becoming a truly independent learner and thinker.
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Another way is to move between descriptions of phenomena to a more general and overarching perspective of your topic. This helps your reader recognize how your point is positioned within the subject. You might also change the focus as your argument unfolds. This can be a useful way of introducing perspective and contextualising your argument.
The quote in the box below shows how module authors used areal-life example to explore the connection between people’s private health and more public aspects of life. From the general to the particular the following is an extract from Smith and Goldblatt’schapter ‘Whose health is it anyway?’ in Hinchliffe and Woodward’s book, The Natural and the Social: Uncertainty, Risk, Change.
In Chapter 1 of this book, Wendy Hollway discussed the way in which our natural biological make-up interacts with the kind of social circumstances in which we live in different areas of human experience and at different times. … as an asthma sufferer, I am only too aware of how my biology interacts with my social and physical environment … despite taking care, I sometimes get a full-blown attack, and this affects my ability to take part in my normal everyday activities. … Controlling my asthma requires constant medication, so my ‘illnesses have a cost on the health service.
Therefore, dealing with my asthma … is of interest not just to me, but also to the government and indeed to everyone who pays for and utilizes the health service. So, looking at the causes of health and illness and possible interventions offers another way in which we can explore how the natural interacts with the social conditions in which we live.
This sharp focus on an individual experience helped them to contextualise their argument that our biological make-up interacts with social circumstance. So you can see that moving from a broad argument to a particular example or piece of evidence helped them support their overarching argument.
Link and signpost
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Use linking words and signposting to connect your ideas. These make clear to your reader both how your argument progresses logically from one point to the next and how each new point is relevant. Here are some examples.
- Draw attention to certain points: ‘equally importantly’; ‘furthermore’
- Indicate cause and effect progression: ‘this results in’; ‘consequently’; ‘for this reason’
- Indicate progression within an argument: ‘therefore’; ‘however’ ‘nevertheless ‘Getting your critical thinking into
your writing Look back to Section 2.2 to remind yourself of the reasoning you need to use in arguments. Where you’re asked to propose an argument and draw conclusions in an assignment you need to make a clear argument, identify your claims, present the relevant evidence and draw justified conclusions.
You do this by showing clearly the theory or approach and evidence you’re using to support your claims, then indicate how you’ve analysed and evaluated the theories to come to your conclusions.
You also need to make clear the steps in your thought processes and show how the parts of your argument fit together to make a cohesive whole. Finally, you must show that your argument is balanced, rather than just taking a stance from one point of view.
If you’ve been asked to comment on an argument and you think it’s flawed, then you must make a reasoned case and present evidence to support your views. If you introduce new ideas, draw them logically from the original materials process for getting critical thinking into your writing
CRITICAL THINKING AND WORKING WITH OTHERS
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The skill of thinking critically while sitting at your study desk with time to compose an argument is one thing, but the ability to argue effectively but objectively and professionally with another person takes your skills to a new level.
At tutorial Sharing your ideas with other students in tutorials (and residential schools) provides you with an opportunity to practise your critical thinking skills. You can debate the alternative explanations and claims that other students have and defend your own standpoint.
You might feel nervous about joining in and putting forward your point of view. This is understandable but developing an appreciation of what it takes to think critically about something can help a lot here. The exercise in the box below and the discussion that follows unpacks some of the possible experiences you might have when you get involved in group work during tutorials.
Using critical thinking in a tutorial Imagine that your tutor presents your group with the following set of words and asks you to consider the question ‘What is an emotion?’. Spend a few moments considering how you think this question could be answered
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It’s likely that this new test of your ideas would throw up differing viewpoints to those at the tutorial and the circle of evaluation and re-evaluation can begin again. Critical thinking and etiquette
Finally, bear in mind the usual rules of etiquette used in online forums and face-to-face tutorials. These are important to ensure that you manage to present your view in a positive and friendly way.
- Acknowledge another person’s view before going on to challenge it.
- Be constructive in your challenge, rather than simply dismissing
another’s point of view.
- Reflect on what you consider to be the strengths of another
- person’s argument.
- Think about your language before you speak, and whether you run the risk of being inadvertently offensive.
Critical thinking skills are an intrinsic element in your study – in your reading, in writing your assignments and in working with others. Look through your module materials for specific guidance on how to apply critical thinking in your discipline and remember that the sooner you start to develop these skills the greater the benefit they bring.
