CRITICAL READING WSI NSE 11 A WEEK 6

CRITICAL READING WSI NSE 11 A – WEEK 6 FALL 2014 LEE SLINGER RYERSON UNIVERSITY

Outline • Evaluation and Analysis Critique versus Criticism - What to evaluate - Evaluating Evidence - • Reflection and Connection

Critical Reading 3 Forms of Critical Thinking about Readings 1. 2. 3. Summary and Description Evaluation and Analysis Reflection and Connections

Evaluating & Analyzing What is the difference between to critique and to criticize?

Evaluating & Analyzing In pairs, make a list in response to the following question. You will get a point for any response that is applicable but that others do not come up with. You have 1 minute.

Article for this week: Clark, C. M. , & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior in nursing education. Nursing Education Perspectives, 28(2), 93 -97. Available on the WSI blog: wsiryerson. wordpress. com/nursing

Critical Reading 1. 2. 3. Survey Ask Questions Note sub/headings 7. Marginal Notes Highlighting Vocabulary References 8. Fill in your notes 4. 5. 6.

Evaluating & Analyzing § § Credibility of Author Who is the author? What is their relationship to their subject? Writing Tip: Consider expressing some of your evaluation/analysis as as a phrase within another sentence.

Evaluating & Analyzing § § § Intended Audience To whom is the author speaking? Are you part of the intended audience? What assumptions has the author made about her/his audience?

Evaluating & Analyzing § § Value and Significance How has the article added to our understanding of its topic? Why is this an important article to read?

Evaluating & Analyzing § § Biases and omissions What was missing? What was needed?

Evaluating & Analyzing § § § Strengths and Weaknesses Be academic and respectful. Indicate why something was a strength or weakness. For weaknesses, indicate how the weakness might be fixed. Writing Tip: Try for a relatively even ratio of strengths to weaknesses. If the overall tone is positive, give, perhaps, one more strengths, or vice versa. But present both sides.

Evaluating & Analyzing § § Supported by evidence Were the author’s claims supported by evidence Was the type of evidence useful in explaining their main points? Archive, Proof, and Argument: From their archive, can they prove their argument?

Evaluating & Analyzing Supported by evidence - Is this the way you would have studied this issue? Why or why not? - Evaluate the quantity of evidence and its source. - Are there other sources that might give different points of view?

Evaluating & Analyzing Guidelines for Evaluating Evidence: 1. Is the evidence representative? 2. Is the evidence relevant? 3. Is the evidence accurate? 4. Is the evidence qualified (i. e. all vs. some; always vs. usually)?

Evaluating & Analyzing Clark and Springer Evidence Activity: In groups of 2 or 3, 1. Consider their argument and their evidence. 2. Take a position as to whether their evidence, or their use of it, was appropriate. 3. Support your position with at least 2 points and one counterpoint.

Reflecting and Connecting - How might this article help you as a nurse What did you learn that was new? Why might this be helpful to nursing students? Nurses in Toronto? Nurses today?

Reflecting and Connecting - Be specific. • If something was helpful/interesting, explain (in detail) why that is the case. • If this is one of several tasks you are asked to perform (say, in addition to evaluating) limit yourself. • Try and present your thoughts logically.

Logical Flow - “Logic is a formal system of analysis that helps writers invent, demonstrate, and prove their arguments. ” [http: //owl. english. purdue. edu/owl/resource/659/01/] - To write logically, a writer must: lay out each premise clearly • provide evidence for each premise • draw a clear connection to the conclusion • [http: //owl. english. purdue. edu/owl/resource/659/4/]

Logical Flow - Your priority is to include all the necessary information. A logical flow in your writing will strengthen how that information is presented. - Group like ideas together. - Have an explanation (in your own mind) about why one sentence comes after the next. - Use transition words within the paragraph to demonstrate who ideas relate to each other. [But, do not overuse transition words… ]