Critical Analysis Critical Reading Critical reading is an

Critical Analysis

Critical Reading “Critical reading is an analytic activity. The reader rereads a text to identify patterns of elements -information, values, assumptions, and language usage-- throughout the discussion. These elements are tied together in an interpretation, an assertion of an underlying meaning of the text as a whole. ”

In order words… Non-critical reading and writing focuses on facts. Critical writing looks at one individual’s ‘take’ on a particular subject. Critical reading does not simply look for facts or primarily for information – it looks for ways of thinking about the subject matter.

When reading critically, it is often recommended you… • Look at the language used – are there any words or phrases used to persuade? • Is the author coming from a standpoint that is biased? Are there pro/anti-phrases used repeatedly that could be biased? • Actively analyse the evidence – are there any sources you know of that would support or contradict it? Is the information given reliable? Always question!

So how do I do that? 1. Preview the text earch king at s e r Skim ls by loo ia nd mater oduction a tr the in ion of each s conclu to choose n sectio o start. t where What type of text is it? What is its purpose? What is the text about? What do you know about the author? § How is it laid out? § §

There is a HUGE difference in the overall aim of these three texts.

Critical Reading Steps 2. Make notes and annotate. § Rather than highlight, make notes in the margin of the main point or topic, and any questions When highlighting a text taking notes from it, § Develop your own symbol system or teach yourself to highlight argument: § Ask yourself questions § § What are they saying? Why are they doing that? those places in a text where an author explains her analytical moves, the concepts she uses, how she uses them, how she arrives at conclusions.

Critical Reading Steps 3. Outline, Summarize, Analyze § Identify the main points made, what evidence was given, and the text’s overall conclusion § Summarize important paragraphs § Review what the overall point was, and how this was achieved: § What is the writer trying to say? § What are they trying to get me to believe? What evidence is there? § Where does their point fall short?

Critical Reading Tips 4. Look for some other ideas or points that may impact the text § Repetitions and patterns (including repeated phrases) § The context of the text (what cultural, material, historical, or intellectual circumstances made it be created) and how that influences you § Review the piece in relation to other texts

Some additional tips • examine the evidence or arguments presented and consider any influences • check out the limitations of study design or focus (Was the group big enough? How old was it? ) • examine the interpretations made and decide to what extent you are prepared to accept the authors’ arguments, opinions, or conclusions.

Example Woman Magazine 23 rd February 2015 Kate torn between Carole & Charles: Why the Duchess of Cambridge is fighting for her family….

Task 2 Contextualise – When was it written? – Why was it made? – Who put it together? – What agenda/s might they have? – What information are they drawing on?

3. Questioning and summarising - Check that you understand what is being said, take notes in margins, etc. - Identify sections you might want to reference 4. Review in relation to other texts - What information that is out there is contrary to this text? Any that supports? - Review, find quotes to counter/support the arguments made

Example EYFS Framework 2014 Task 1. Preview the text Skim read Get the jist

Task 2 Contextualise – When was it written? – Why was it made? – Who put it together? – What agenda/s might they have? – What information are they drawing on?

3. Questioning and summarising - Check that you understand what is being said, take notes in margins, etc. - Identify sections you might want to reference 4. Review in relation to other texts - What information that is out there is contrary to this text? Any that supports? - Review, find quotes to counter/support the arguments made

Critical Writing

• • • Preview Skim Consider Questions Re-read, making notes Consider alternative perspectives

Turning Critical Reading into Critical Writing The most characteristic features of critical writing are: • a clear and confident refusal to accept the conclusions of other writers without evaluating the arguments and evidence that they provide; • a balanced presentation of reasons why the conclusions of other writers may be accepted or may need to be treated with caution; • a clear presentation of your own evidence and argument, leading to your conclusion; and • a recognition of the limitations in your own evidence, argument, and conclusion

Parahoo et al (2000) investigated the extent to which learning disability nurses in Northern Ireland used research in their practice. They also examined the attitudes of these same nurses to the importance of research utilisation in general. 87 learning disability nurses responded to the questionnaire. 19. 5% of respondents said that they ‘never/seldom’ used research (Parahoo et al, 2000, p. 609). The investigating team concluded that there was still a great deal of work to be done if evidence-based practice was to become the norm in learning disability nursing.

The research was conducted by way of questionnaires distributed amongst a convenient sample of nurses. Although, the authors acknowledged the limitations of this method (Parahoo et al, 2000, p. 609) they argued it was necessary due to lack of resources. However, this undoubtedly affects any judgement on the value of the data collected. A stratified random sampling technique would have ensured a truly random sample of nurses were selected, making it possible to draw more general conclusions from the results (Goutcher, 2008). In addition, the low response rate to the questionnaire and the small number of learning disability nurses in the response set further limit any generalisations to other populations. Whilst Parahoo et al (2000) argue that evidence-based practice is some way off being a reality in learning disability nursing, more recent work by Mckendry and Boyd (2006) has suggested a more optimistic perspective. The latter paper used a questionnaire to investigate attitudes towards research amongst learning disability nurses in Scotland England. Research utilisation amongst this population seemed to be much higher than was the case with Parahoo’s sample from Northern Ireland. Both papers used the same method of research, but Mckendry and Boyd were able to draw conclusions from a much greater number of respondents, 632 as opposed to 87. This is likely to mean their findings are more robust. In addition, as the authors point out, the majority of their respondents had qualified after the changes to nursing education which took place from 2000 onwards (Mckendry and Boyd, 2006, p. 11). As such it is likely to provide a more up to date picture of attitudes to nursing. The change to degree-level learning may well have resulted in a greater use of and involvement in research amongst learning disability nurses as they are trained in evidence-based practice at university (Chirita, 2010).

Some additional resources http: //www. uq. edu. au/studentservices/learning/examples-critical-analysis