Critical reading and critiquing research Chris McMillan
What did I learn in the previous session and what I am hoping to get out of today’s session?
Consider how to approach academic reading
Reflect upon active reading techniques
Understand how to critique academic research
Practice active reading strategies
Last week we considered critical thinking as a questioning attitude
This week we will seek to apply this attitude to reading and critiquing research
This will involve the discussion of a range of thinking techniques…
…and a lot of reading practice and discussion: as always, respect is the key to maintaining productive discussion
Critical Thinking: A questioning attitude towards knowledge
Analysis: The process of breaking a topic into smaller parts
Critique/Critical Analysis: Disciplined, critical and systematic analysis
Assignment questions
Problems and issues
Academic research
‌getting involved in the academic debate
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Taking a critical and active attitude to reading is the most important first step in this debate
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Once you have identified the parameters of your project, it is vital to read widely
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You are not reading simply to catalogue information, but to find your intervention into the research
Brunel Library holds approximately 500,000 books
Searching ‘research’ in the library database produces 18,466,866 hits
Projects have limited word counts
What to do?
What is it you need to find out? Construct the parameters of your project
What do you need to read? Establish the seminal research in your field
What do you want to read?
Is it relevant?
Is it recent?
Is it academic?
What makes an academic source academic?
Peer reviewed Validated within community of scholars
How can you tell a scholarly source apart from a popular source? (especially tricky online) Found through library databases Published by a university or scholarly or professional society Full publication data available
An academic source has authority, but this does not mean that it cannot be challenged
Tonight we will consider how to challenge scholarly research in an academic fashion
This begins with an active and curious attitude towards research and reading
How do you normally approach academic reading? How could you go about it differently to achieve better results?
…’take’ suggests you are just getting something from somewhere else. (wiktionary: ‘to get into one’s possession’) …’make’ suggests you are at least partly creating something. (wiktionary: ‘to create, construct or produce’).
NoteMAKING means we are contributing to the process, adding our own response and aspects of our knowledge and learning style
Read the ‘Spelling’ hand-out
Try to identify the main argument and supporting evidence and reasoning
Make notes as you read and create three questions that you would use to challenge the author
Why are you reading?
Survey Question Read Repeat Review
Set goals for your reading Read quickly: skim or scan In-depth Critical Analysis Are your questions answered?
Key Tip Don’t read, interrogate
1.
Familiarise yourself with the structure and the context of the research
2.
Identify and summarise the main argument/conclusion
3.
Consider the method used to generate knowledge
4.
Evaluate the reasoning defending the argument
5.
Critically examine the evidence supporting this reasoning
6.
Summarise your position
Who are the researchers?
What is the context for the research?
What is the research trying to do?
What elements are you interested in? ◦ Set yourself questions
Where in the research can you find this information? ◦ Skim read
Find the issue/question/objectives to which the research is responding
Consider the core response to these issues
Both these elements should be located in the introduction and conclusion of academic work
How has the knowledge been generated?
What research methods have been used? ◦ Are they valid and reliable?
What are the philosophical underpinnings or frameworks of understanding of the research? ◦ e.g. What assumptions are the researchers making about how the world works?
Examine the research and identity the explanations that you disagree with
This is often an instinctive process, but needs to be developed academically – it is discipline specific
An argument can be consistent but still disputable: ◦ ‘The private sector is more efficient. G4S is a private sector firm, therefore they should be awarded this security contract’
Often critique is a matter of identifying founding assumptions
You don’t necessarily need to know each type of logical fallacy by name – here is an instructive (but not ultimate) list
This is the act of critical thinking as much as anything.
Assumptions are unstated reasons
When is a point argued, and when is it assumed?
Assumptions provide an opportunity to critique an argument
Conversely, some assumptions are necessary
‘Vegetarianism is wrong because it is unnatural’ ◦ Is vegetarianism unnatural? (critique of reasoning and evidence) ◦ Are unnatural things wrong? (critique of assumptions)
‘University enrolments in the Social Sciences will fall as fees rise and students look for value for money courses.’ ◦ At what point would you not have to argue any assumptions in this statement?
Read the ‘Class’ article
Identify the main argument
How is this supported?
How has it been generated?
Is there sufficient evidence?
Is it reliable and valid?
Is it representative and relevant?
◦ Does it use examples, primary research or secondary research?
Thinking about the ‘class’ article; ◦ What kind of evidence has been used? ◦ Is this evidence academic?
In groups, consider how you could respond to this argument (either for, against, or somewhere in between) ◦ What evidence would you try to find? ◦ What questions would you ask?
Summarise the author’s position
Critically note the strengths and flaws of the research
What have you learnt?
What do you disagree with?
How will you use this source in your own research?
Key Tip
Always consider how you will use the research in your writing
Read the short academic paper on student fees
Practice the SQ3R method
What is the context?
What is the main argument?
Consider methods, evidence and reasoning
What is your critical intervention?
Survey Question Read Repeat Review
What did I learn from today and how could I use it in my own work?
Critical and active reading is the first step to finding your intervention into academic debate
Always focus your reading and interrogate research for answers
Try to find the key arguments and identify how they are supported and why
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November 1st : Developing and Planning Arguments
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November 8th: Writing Critically