What is critical thinking?
Critical thinking is one of the most important skills learnt at university. It is a set of tools used to consider the ideas presented by other people, and to present your own ideas in a clear and judicious way.
Central to critical thinking is the ability to think 'outside' a piece of writing: not only understanding the writer's message, but deciding
· whether the message is valid or not
· whether the evidence and discussion given supports the message
· how the message fits into the
oader context
Cottrell (2005, p. 2) describes critical thinking as the ability to "read between the lines," both when reading the work of others and when writing your own. This includes, but is not limited to, finding potential flaws in an argument. Critical thinking is used to construct an argument (a particular stand on a question or issue that you can use to build a well-reasoned and well-supported discussion).
What is critical reading?
Critical reading is the process of reading that goes beyond just understanding a text.
Critical reading involves:
· carefully considering and evaluating the reading
· identifying the reading's strengths and implications
· identifying the reading's weaknesses and flaws
· looking at the 'big picture' and deciding how the reading fits into the greate
academic context (the understandings presented in other books and articles on this topic)
In
ief, you are actively responding to the reading.
Critical reading often involves asking questions about the reading. In particular, you are examining the strengths and weaknesses of the reading's argument.
To do this, you need to conside
· the reading's background
· its purpose and overall conclusion (claim)
· the evidence used in the reading
· the logical connections between the claim and the evidence
· the reading's balance
· its limitations
· how it relates to other sources and research
· if the reading is based on research, how this research was conducted
Each of these affects how 'strong' the argument is, that is, how convincing it is.
Background
Before you consider a reading, you should build up a background picture.
Who is the author?
What type of source is this?
Who is the audience?
When was it written?
Purpose
Getting the 'big picture' of the reading is essential so that you can see how all the pieces fit together.
What is the main claim of the reading?
What are the implications of the claim?
How is the reading structured?
Evidence
It is essential to consider the quality of the evidence in the reading, as this directly relates to the usefulness of the reading.
Is the evidence fact, research, opinion, or personal experience?
Is the evidence accurate?
Is the evidence relevant to your topic?
Is the theory appropriate for this topic?
Methodology
If the reading is based on any kind of research (e.g. a survey, an experiment, a case study) it is important to consider how the research was conducted, as this can affect the validity of the findings reported.
Is the research qualitative or quantitative?
What was the range / sample size of the research?
Is the research falsifiable?
Is the research repeatable?
Are there better methods?
Logic
When reading critically it is important to examine the chain of reasoning used by the author, as any gaps or problems can undermine the validity of the conclusion.
Are key terms defined?
Does the logic flow?
Are there any flaws in the reasoning?
Balance
In order to read critically you have to consider whether the argument is appropriately balanced, looking at the issue or problem from relevant perspectives.
Do you have questions that are not answered in the reading?
Is the reading biased?
What other perspectives are there on this issue?
Did the reading present a counter-argument?
Limitations
What does the argument assume?
What are the limitations of the theory?
Other sources
No reading exists in isolation. You must consider how the reading fits into the 'bigger picture' of the larger academic context.
How does this reading relate to other readings?
Are there competing theories with better explanations for the evidence?
Is there more up-to-date research that could disagree with the findings, or improve upon them?
References and further reading
Allen, M XXXXXXXXXXSmart thinking: Skills for critical understanding and writing. (2nd ed.). Melbourne, Australia: Oxford University Press.
Cottrell, S XXXXXXXXXXCritical thinking skills: Developing effective analysis and argument (2nd ed.). Basingstoke, England: Palgrave MacMillan.
Flage, D XXXXXXXXXXThe art of questioning: An introduction to critical thinking. Upper Saddle River, NJ : Pearson Education.
Groarke, L. A. & Tindale, C. W XXXXXXXXXXGood reasoning matters! A constructive approach to critical thinking (3rd ed.). Don Mills, Canada: Oxford University Press.
Metcalfe, M XXXXXXXXXXReading critically at university. London, England: Sage.
Turner, J XXXXXXXXXXHow to study: A short introduction. London, England: Sage.
The above information, and more help with academic writing can be found on
http:
owll.massey.ac.nz/study-skills.php
What
is
critical
thinking?
Critical
thinking
is
one
of
the
most
important
skills
learnt
at
university.
It
is
a
set
of
tools
used
to
conside
the
ideas
presented
y
othe
people,
and
to
present
you
own
ideas
in
a
clea
and
judicious
way.
Central
to
critical
thinking
is
the
ability
to
think
'outside'
a
piece
of
writing:
not
only
understanding
the
writer's
message,
ut
deciding
•
whethe
the
message
is
valid
o
not
•
whethe
the
evidence
and
discussion
given
supports
the
message
•
how
the
message
fits
into
the
oade
context
Cottrell
(2005,
p.
2)
describes
critical
thinking
as
the
ability
to
"read
etween
the
lines,"
oth
when
eading
the
work
of
others
and
when
writing
you
own.
This
includes,
ut
is
not
limited
to,
finding
potential
flaws
in
an
argument.
Critical
thinking
is
used
to
construct
an
argument
(a
particula
stand
on
a
question
o
issue
that
you
can
use
to
uild
a
well-reasoned
and
well-supported
discussion).
What
is
critical
eading?
Critical
eading
is
the
process
of
eading
that
goes
eyond
just
understanding
a
text.
Critical
eading
involves:
•
carefully
considering
and
evaluating
the
eading
•
identifying
the
eading's
strengths
and
implications
•
identifying
the
eading's
weaknesses
and
flaws
•
looking
at
the
'big
picture'
and
deciding
how
the
eading
fits
into
the
greate
academic
context
(the
understandings
presented
in
othe
ooks
and
articles
on
this
topic)
In
ief,
you
are
actively
esponding
to
the
eading.
Critical
eading
often
involves
asking
questions
about
the
eading.
In
particular,
you
are
examining
the
strengths
and
weaknesses
of
the
eading's
argument.
To
do
this,
you
need
to
conside
•
the
eading's
ackground
•
its
purpose
and
overall
conclusion
(claim)
•
the
evidence
used
in
the
eading
•
the
logical
connections
etween
the
claim
and
the
evidence
•
the
eading's
alance
•
its
limitations
•
how
it
elates
to
othe
sources
and
esearch
•
if
the
eading
is
ased
on
esearch,
how
this
esearch
was
conducted
Each
of
these
affects
how
'strong'
the
argument
is,
that
is,
how
convincing
it
is.
Background
Before
you
conside
a
eading,
you
should
uild
up
a
ackground
picture.
Who
is
the
author?
What
type
of
source
is
this?
Who
is
the
audience?
When
was
it
written?
Purpose
Getting
the
'big
picture'
of
the
eading
is
essential
so
that
you
can
see
how
all
the
pieces
fit
together.
What
is
the
main
claim
of
the
eading?
What
are
the
implications
of
the
claim?
How
is
the
eading
structured?
Evidence
It
is
essential
to
conside
the
quality
of
the
evidence
in
the
eading,
as
this
directly
elates
to
the
usefulness
of
the
eading.
Is
the
evidence
fact,
esearch,
opinion,
o
personal
experience?
Is
the
evidence
accurate?
Fashion Design Theory I - FASD503 – 2019
Assignment 1: Research Review Grid XXXXXXXXXXIndividual Assessment (40% of final paper grade)
Student name:
Lecturers:
Sharon Evans-Mikellis, Rose Tu
ott
Final Grade:
In Project 1 you are assessed on your:
1. Research and Context: Evidence/quality of understanding of key theoretical concepts.
2. Critical Reflection: Evidence of critical reading.
3. Communication and referencing: Quality of writing and appropriate referencing.
4. Presentation: Document presented in a coherent manner, with a logical and organised format.
Achieved with Distinction
Achieved with Merit
Achieved
Not Achieved
1.
Research and Context
Strong evidence of a variety of independently sourced secondary research.
Good evidence of a variety of independently sourced secondary research.
Begins to source own secondary research material.
Little or no attempt to source own secondary research material.
Excellent identification of relevant design contexts, principles and theories.
Good identification of relevant design contexts, principles and theories.
Limited identification of relevant design contexts, principles and theories.
Little or no identification of relevant design contexts, principles and theories.
2.
Critical Reflection
Excellent linking of key constructs and theory to own chosen topic.
Good linking of key constructs and theory to own chosen topic.
Limited linking of key constructs and theory to own chosen topic.
Little or no attempt to link key constructs and theory to own chosen topic.
3.
Communication and Referencing
Ideas are expressed and communicated clearly and concisely.
Ideas are expressed and communicated with only a few inconsistencies.
Ideas are expressed and communicated but may not be clear and to the point.
Ideas are confused or difficult to understand.
Reference material appropriately referenced in APA style.
Most sources are appropriately referenced in APA style.
Some attempt made to reference material in APA style.
Material not referenced in APA style.
4.
Presentation
Excellent formatting, with a clear, logical and organised layout.
Good formatting, with an organised layout.
Some consideration given to visual formatting.
Presentation is confusing and layout is disorganized.
Comments
FASHION DESIGNFASHION DESIGN
BACHELOR of DESIGNBACHELOR of DESIGN
Fashion
Design
Theory
I
-
FASD503
–
2019
Assignment
1:
Research
Review
Grid
Individual
Assessment
(40%
of
final
pape
grade)
Student
name:
Lecturers:
Sharon
Evans-Mikellis,
Rose
Tu
ott
Final
Grade:
In
Project
1
you
are
assessed
on
your:
1.
Research
and
Context:
Evidence/quality
of
understanding
of
key
theoretical
concepts.
2.
Critical
Reflection:
Evidence
of
critical
eading.
3.
Communication
and
eferencing:
Quality
of
writing
and
appropriate
eferencing.
4.
Presentation:
Document
presented
in
a
coherent
manner,
with
a
logical
and
organised
format.
Achieved
with
Distinction
Achieved
with
Merit
Achieved
Not
Achieved
1.
Research
and
Context
Strong
evidence
of
a
variety
of
independently
sourced
secondary
esearch.
Good
evidence
of
a
variety
of
independently
sourced
secondary
esearch.
Begins
to
source
own
secondary
esearch
material.
Little
o
no
attempt
to
source
own
secondary
esearch
material.