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Critical Reading for Self-Critical Writing:

Critical Reading for Self-Critical Writing: introduction to a structured approach for reviewing literature Mike Wallace and Alison Wray. Aims. to introduce a structured approach for reviewing literature based on analysing texts at two levels of depth

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Critical Reading for Self-Critical Writing:

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  1. Critical Reading for Self-Critical Writing: introduction to a structured approach for reviewing literature Mike Wallace and Alison Wray

  2. Aims • to introduce a structured approach for reviewing literature based on analysing texts at two levels of depth • to highlight the parallel between constructively critical reading of others’ writing in the literature and self-critical writing as creators of academic literature for other critical readers • to support participants in developing their ability to engage critically with the literature

  3. Programme • linking constructively critical reading with self-critical academic writing • engaging critically with ‘front-line’ texts – a critical synopsis • using a mental map and structuring an in-depth critical analysis of a text • trying out the critical analysis of a text reporting research • building up a comparative critical review and developing an argument

  4. Three-Part Book Structure (p viii-x) • Getting started on critical reading and self-critical writing, summary analysis of texts (Ch 1-5) • Developing a mental map for navigating the literature, analysing texts in depth, writing critical reviews of them (Ch 6-10) • Structuring critical reviews of the literature, incorporating them into a dissertation, taking forward critical reading and self-critical writing skills in an academic career (Ch 11-14)

  5. 1. Linking constructively critical reading with self-critical academic writing

  6. The Logic of Enquiry(p vii-viii) Two-way critical academic discourse: • as a reader, one evaluates others’ attempts to communicate and convince through developing their argument • as a researcher and writer, one develops one’s own argument that will communicate with and convince the projected audience (Everyone is both a reader and a writer)

  7. Components of an Argument • the conclusion rests on claims to knowledge, assertions that something is, or should be, true • warranting provides backing for these claims by drawing on evidence, • evidence varies, e.g. from literature / own work:- research findings- professional experience- a definition of a theoretical idea

  8. Being Constructively Critical • adopting an attitude of scepticismtowards knowledge and its production • scrutinising arguments to see how far claims are warranted, and so convincing • being open-minded, willing to be convinced if scrutiny removes doubts • being constructive by attempting to achieve a worthwhile goal in developing one’s own argument

  9. Complete the exercise on page B of the handout (Ch 1 p12-13)

  10. 2. Engaging critically with ‘front-line’ texts – a critical synopsis

  11. Support and ‘Front-Line’ Literature(Ch 2 p17-21) • Support texts, eg textbooks, readers, handbooks, encyclopaedias - good for an overview, but light on evidence supporting claims • ‘Front-line’ texts, eg accounts of theory, research reports, accounts of practice, policy statements - direct reporting of theory, research, practice, and statements of policy - most appropriate for advanced students, and for the approach to be introduced

  12. Critical Reading (Ch 3): Five Critical Synopsis Questions (p31-4) A Why am I reading this? B What are the authors trying to do in writing this? C What are the authors saying that’s relevant to what I want to find out? D How convincing is what the authors are saying? E In conclusion, what use can I make of this?

  13. Complete the Critical Synopsis form on page C of the handout for the research report article or chapter you brought (Ch 3 p35)

  14. Self-Critical Writing (Ch 4): Structure for a Critical Summary (p44) • Title • Introducing the text, informed by the answer to Critical Synopsis Question: A Why am I reading this? • Reporting the content, informed by the answers to Critical Synopsis Questions: B What are the authors trying to do in writing this? and C What are the authors saying that’s relevant to what I want to find out? • Evaluating the content, informed by the answer to Critical Synopsis Question: D How convincing is what the authors are saying? • Drawing your conclusion, informed by the answer to Critical Synopsis Question: E In conclusion, what use can I make of this? warranting

  15. Comparative Critical Summary (Ch 5): Structure (p49) • Title • Introducing the text, informed by answers to Critical Synopsis Question A for all texts • Reporting the content, informed by answers to Critical Synopsis Questions B and C for all texts • Evaluating the content, informed by answers to Critical Synopsis Question D for all texts • Drawing your conclusion, informed by answers to Critical Synopsis Question E for all texts warranting

  16. 3. Using a mental map and structuring an in-depth critical analysis of a text

  17. Mental Map for Navigating the Literature (Ch 6-7) One set of tools for thinking Two dimensions of variation amongst knowledge claims Three kinds of knowledge Four types of literature Five intellectual projects

  18. One set of Tools for Thinking: the Key to the Mental Map • Concepts (p64) • Perspectives (p65) • Metaphors (p66) • Theories • Models (p68) • Assumptions (p69) • Ideologies

  19. Two Dimensions of Variation of Claims (p74) Degree of certainty Low High Degreeofgeneralization HighLow

  20. Three Kinds of Knowledge (+ Key) Theoretical knowledge developed through systematic reflection • Tools for thinking • concepts • perspectives • metaphors • theories • models • assumptions • ideologies Research knowledge developed through systematic investigation Practice knowledge developed through taking action

  21. Four Types of Literature (p81-2) • research - systematic enquiries into policy and practice by professional researchers or practitioners, results are made public • practice - by informed professionals who evaluate others’ practice and by practitioners who evaluate their practice • policy- policy-makers’ desired changes in practice (negative evaluation of present) • theoretical - ideas and models for interpreting and explaining practice

  22. FiveIntellectual Projects (p86-7)

  23. Critical Synopsis and Critical Analysis Questions (Ch 8)(p92) A Why am I reading this?1. What review question am I asking of this literature?B What are the authors trying to do in writing this?2. What type of literature is this?3. What kind of intellectual project is being undertaken?C What are the authors saying that’s relevant to what I want to find out?4. What is being claimed that is relevant to answering my review question?

  24. D How convincing is what the authors are saying?5. How far is there backing for claims?6. How adequate is any conceptual or theoretical orientation to back claims?7. How far does any value stance adopted affect claims?8. How far are claims supported or challenged by others' work?9. How far are claims consistent with my experience?E In conclusion, what use can I make of this?10. What is my overall evaluation of this literature in the light of my review question?

  25. 4. Trying out the critical analysis of a text reporting research

  26. Decide on your review question(s) and complete the Critical Analysis form for the research report article or chapter you brought (book Appendix 3)

  27. Useful Sources of Assistance • Mental map Ch 6-7 • Types of literature and potential limitations Table 7.1(p81-2) • Guidance on using Critical Analysis form (p93-99)

  28. Critical Text Review Structure(Ch 10 p117-8) • Title - keywords • Introduction – state purpose (review questions – critical analysis Q1) • Summary of research design – purposes (Q2, 3), relevance to review questions (Q1), procedure • Main findings and claims – up to 5 claims relating to review question (Q4), range of contexts to which applied • Evaluation of claims – for context from which derived, applicability to other contexts (Q5-9) • Conclusion – overall evaluation, summary answer to review question (Q10) • References warranting

  29. 5. Building up a comparative critical review and developing an argument

  30. Developing a Critical Literature Review(Ch11): Definition (p130) • a reviewer’s constructively critical account • developing an argument designed to convince a particular audience • about what published (and possibly also unpublished) • theory, research, practice or policy texts indicate is and is not known • about one or more questions that the reviewer has framed

  31. Literature Review Structure Based on Critical Analyses and Critical Synopses (p134-5) • Introduction – purpose, justification, scope, limitations, signposting

  32. Extended Structure for Multiple Review Questions (p139-40) • Introduction – purpose, justification, scope, limitations, signposting • Section addressing the first review question

  33. Conclusion for whole literature review • References

  34. Thematic Review Structure (not in book) • Introduction – purpose, justification, scope, limitations, signposting • References

  35. Electronic Resources Blank forms (which can be used as masters) can be downloaded from the website: www.sagepub.co.uk/wallace • Critical Synopsis form • Critical Analysis form

  36. Good luck!

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