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Critical Thinking ​ ​ ​ Thinking Critically Critical Thinking Typical Comments: ‘I’m not sure what they expect when they ask us to ‘critically evaluate’ ‘The word ‘critical’ sounds so negative, as though you have to undermine everything’ ‘The word ‘analysis’ always sounds like something difficult and technical’ ‘I really don’t feel sure what these terms mean’ ‘How can I be ‘critical’ of something when I don’t know much about it?’ Aims of this page: • Show how you are already a ‘critical thinker’ • Clarify key terms • Outline a critical approach to lectures, essays and reading • Look in more detail at critical reading of academic texts Critical Thinking – an everyday activity We tend to receive knowledge passively at many stages of education, although we can be highly critical in other aspects of life. Critical thinking and analysis is an everyday activity, even if we don’t think of it as that. Every time you have to make a decision, the process you go through involves critical thinking, and this process can become almost automatic. A useful example of a situation where you think critically is buying a second-hand car. Hardly anyone would buy a car on ‘face value’. Instead, regardless of your knowledge of cars, you would go through a rough process of ‘critical analysis’. This might involve looking at things like the tyres, brakes, paintwork, lights, and so on. For each of these you would have ‘criteria’, a rough idea of what constitutes good brakes, good lights and so on. After thinking critically about each element, you might ask for extra evidence (record of services, MOT). You can then do your own initial evaluation by weighing up the good and bad points, and decide whether or not the car meets your needs and is a good buy. If necessary, you can call in expert opinion to give further detailed analysis on aspects you are not sure about, and you can then make your final evaluation and decision. With experience, you get a better idea of what to look for and what questions to ask. With most second-hand purchases, we would have a general idea of what to look for because we know what the item should do, and what we want to use it for. This gives us a rough set of criteria for a critical analysis and evaluation. With critical analysis and evaluation in academic study, the key is to start developing ideas about what makes up a ‘good’ or ‘sound’ argument in a piece of reading, or our own writing, and what criteria we need to apply to test this. ​ ​ Key Terms Critical thinking Critical thinking is a general term that covers all thinking processes that strive to get below the surface of something: questioning, probing, analysing, testing and exploring. It is not a negative term as such, although it can sound it. Critical thinking requires detective-like skills of persistence to examine and re-examine an argument, in order to take in all the angles and weigh up evidence on every side. To think critically is never to take something on ‘face value’ but to question and think independently about an issue, however ‘authoritative’ a writer or thinker may be. Analysis Analytical thinking involves particular processes, in particular breaking down the ‘parts’ and looking at them more closely. (Think back to the second-hand car) It involves: • Standing back from the information given and examining it carefully from different angles • Checking the accuracy of statements • Checking the logic – whether points follow each other logically • Spotting flaws or ‘jumps’ in the reasoning • Identifying ‘gaps’ – arguments or information that might be relevant but has been left out • Checking for persuasive techniques, which encourage you to agree Evaluation To evaluate, or ‘critically’ evaluate is to reach a conclusion, through a process of critical thinking, about the value, or ‘soundness’ of an academic argument. Critical analysis is a key activity in evaluation. Evaluation is about weighing up the strengths and weaknesses of an argument in order to decide how much it contributes to a particular body of knowledge in your subject. Developing a critical approach: First steps You don’t need to have detailed knowledge of your subject to think critically. The guide below gives some initial critical questions to start asking in different study contexts. It can help to start with very basic critical questions, which become more detailed and in depth as your knowledge and confidence increase. Lectures • Is this clear? Am I understanding this? If not, why not? • What is the overall theme and idea here? Any aspects I don’t understand? Why? Terminology/language? • How might I use this? What notes are available? • Any idea I want to follow up later? Find related reading? Reading • What do I want to read? How would I select? • What type of reading is this? Is it difficult? Why? • What is generally being said? Clear points? Worth reading? • How does it compare to similar texts? How might use it? • Are the ideas backed up with evidence? Convincing? • Are there similar views to support this idea? Alternatives? • Is anything not covered here that I expected? Why not? Academic essays and assignments You need to develop ‘critical depth’ in your academic writing over time by practising critical questioning of your own and other work. • Examine theories and evidence from authors you use– don’t just state ideas, but examine strengths and weaknesses • Question evidence – what’s missing? Any gaps? • Explore other options for, say, a treatment, rather than accepting the first one you find – and look at evidence • Show the implications of an idea, don’t just state it • Think about different angles – read to find these The detailed critical reading approach outlined next will help in all stages of researching and writing an academic assignment. Critical analysis of academic writing An effective piece of academic writing will have: • A clear and logical line of reasoning, a • A lack of prejudice or bias in examples, evidence and points • Relevant and recent data, • Enough appropriate and reliable evidence • Conclusions that are supported by the argument and evidence overall This gives you an idea of criteria to use when you are asked to critically evaluate or analyse academic writing. The stages below are a general guide to this process. There are several stages involved in critical reading: 1. Identifying the author’s line of reasoning 2. Critically evaluating the line of reasoning 3. Identifying evidence in the text 4. Evaluating the evidence 5. Questioning surface appearances and assumptions 6. Identifying the writer’s conclusions 7. Deciding whether the evidence supports the conclusions 1. Identify the line of reasoning Most academic writing you will read as a student will contain an argument. In academic writing, an argument is: • A line of reasoning • An angle or point of view • A position that is being defended • A case that is being made, backed up by evidence and examples, and leading to conclusions. When reading, you need to keep asking ‘what are the main things this writer wants me to accept? What are the main reasons given for me to accept this?’ 2.Critically evaluate the line of reasoning Check whether the argument contains: • Points and reasons in favour of the argument that are relevant, and contribute to it • Points that follow each other logically • False premises: a starting point that is not proven or backed up with evidence • Flawed reasoning: false connections between points 3. Identify evidence in the text This is usually straightforward. Evidence can be in the form of: • Statistics, examples, case histories • Findings from experiments or surveys, questionnaires or case studies • Anecdote – personal stories and experiences 4. Evaluate the evidence Some evidence is strong, but a lot can be weak when examined. Be careful to: • Check the date of any research (recent? Old so less useful?) • Check the sources of information – do they seem reliable? • Check possible bias in the sources, organisation agendas • Check that statistics are convincing – percentages can be used to make inadequate data look impressive • Beware of words that sound like statistics • e.g. ‘Most people are concerned about child safety’ – ‘most’ is a very vague amount and not evidence of anything • Look out for emotive language and ‘persuader’ words which try to convince you of something e.g. obviously..’, ‘We can see that..’ ‘Surely..’ ​ 5. Question surface appearances As you study and re-read a piece of writing, keep trying to look ‘below the surface’, and question the agenda of the writer. • Is the evidence all it appears to be? Is it relevant? • What is the purpose of the writing? To persuade? Inform? Entertain? How can you tell? • Is all necessary information given? Do there seem to be ‘gaps’? • Does the evidence come from a neutral source, or is it biased? 6. Identify the writer’s conclusions • Conclusions are usually at the end, but can be stated at the beginning, or even in the middle, which makes them harder to spot • Conclusions are usually indicated by ‘trigger’ words – ‘therefore, so, hence, thus, it is clear that…’ • Or by imperatives – words indicating that something has to be done – ‘must, should, need to…’ 7. Evaluate whether the evidence supports the conclusions • Do the conclusions follow on logically from the evidence and reasoning given? • Does the conclusion make too big a ‘jump’ away from the evidence? • Do the conclusions use false reasoning, or twist the evidence to suit a general premise? ​ Critical thinking questions – quick summary • What is the main point/argument? • Is it convincing? • What evidence is given? Is it strong/weak? Why? • What’s the conclusion? • Does it follow on from the rest? • What’s the aim? Purpose? Agenda? • Any gaps/information you think should be given? Developing the skills • Bear in mind you do not have to have a lot of subject knowledge before you think critically. Even without a developed knowledge of a subject, you can still start to detect a line of argument, a conclusion, and whether or not evidence is in place to support these. • Talking about a lecture, essay title or piece of reading with other students is a useful way to develop critical analytical skills – some students develop informal study groups to practise reading journal articles critically and find their skill and confidence progresses fast through group discussion. • Try thinking more critically when you watch a TV documentary or film, or read a newspaper article: Not just: ‘What do I think of this? Is it good? Not?’ But also: ‘What makes it good? How was it put together? What were the strengths? Weaknesses? And: ‘What was not included? What might have been useful? Why was it excluded? What were the assumptions made?’ Try to think from different angles, so that you get a more objective view and don’t cling to your first impressions. Using critical thinking to develop your own writing • Be clear about your argument or standpoint • Be clear about your conclusions • Have a clear line of reasoning • Use evidence to support your reasoning • ‘Critically’ read and reflect on your own writing Finally, critical thinking... • is about asking questions, getting under the surface, finding out what’s really going on, testing things out • is a key skill in academic study • helps make you a deep, rather than a ‘surface’ thinker - able to think and argue independently, explore issues in depth, make connections between ideas, relate them to real life • improves memory, as you engage more closely with ideas • helps you develop your own opinions ​

Error Correction Top Punctuation Pronoun Reference Subject / Verb Agreement All-in-one Punctuation Punctuation 1 Read the following sentences and find the punctuation errors . ​ 1. Italy France Germany austria and Liechtenstein are the five countries that share a border with switzerland. ​ 2. Switzerland is a landlocked Country, however it does have many beautiful Lakes. My favourite is Lago maggiore. ​ 3. There are airports in the French, and German parts of Switzerland but not in the italian part. So if you want to travel to the Italian part of Switzerland you can fly to Milan and take a train or coach ​ Isole di Brisago on Lago Maggiore - Switzerland Answers Back to top Pronoun Reference Pronoun Reference 1 Pronouns Info. Read the following sentences and find the errors with pronouns . ​ Henry didn't have enough money to buy a new pair of trainers. He asked him mum and dad, but he said no, he would have to pay for they itself. ​ Sara had to give a very important presentation to his class. She was very nervous. When they get nervous, they talk to themselves. But, this time she was so nervous, it wasn't working. She decided to call his brother and ask for her advice. He said, present to the class as if them are your friends. Look they all in our eyes and you will feel fine. ​ Answers Back to top Subject / Verb Agreement Subject Verb Agreement 1 Read the following passage and find the subject / verb agreement errors . How many errors are there? Although I was born in a big busy city, I decided long ago that I no longer wanted to live a city life. For many people, city life become stressful and, more often than not, you suffers bad health. My family and I has now left the city and lives in a quiet place where the birds wakes me up in the morning with their beautiful chirping. The sun shine everyday, the sky is a brilliant blue, the sea are warm and the food taste lovely. I appreciate my change of mind probably happened as I got older and some of you younger ones is thinking, I would love to live in a city. I meet many students here who say that to me. They want to see the city and the brightly-lit skylines that lights up the night skies. They want to go out partying every night and enjoy the 'freedom' they doesn't have in their country. All I will say is this, makes the most of what you have and see where life's path take you. A Hoopoe, known locally as a Hudhud, has an amazing song. Answers Back to top All-in-one Improve your English and get paid...

Any Other Grammar Beginner Beginner Quizzes what is a verb subject / verb agreement

Verb Forms Prezis & Infographics Experienced Experienced Prezi Preset Perfect Past Continuous Future Continuous Form

Listening Tasks Beginner Experienced Advanced United Nations SDG1 - End Poverty Listen the United Nation's goal to end global poverty by 2030. LEVEL: Beginner Skills - purpose & comprehension Duration - 2:53 United Nations SDG2 - Zero Hunger Listen the United Nation's goal to achieve zero hunger by 2030. LEVEL: Beginner Skills - main idea & comprehension Duration - 2:30

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Error Correction - Answer Key Top Punctuation Pronoun Reference Subject / Verb Agreement All-in-one Punctuation 1 Read the following sentences and find the punctuation errors . ​ 1. Italy, France, Germany, A ustria and Liechtenstein are the five countries that share a border with S witzerland. ​ 2. Switzerland is a landlocked c ountry. However, it does have many beautiful l akes. My favourite is Lago M aggiore. ​ 3. There are airports in the French, and German parts of Switzerland, b ut not in the I talian part. So, if you want to travel to the Italian part of Switzerland, you can fly to Milan and take a train or coach ​ Isole di Brisago on Lago Maggiore - Switzerland Punctuation Back to top Pronoun Reference Pronoun Reference 1 Pronouns Info. Read the following sentences and find the errors with pronouns . ​ Henry didn't have enough money to buy a new pair of trainers. He asked his mum and dad, but they said no, he would have to pay for them himself . ​ Sara had to give a very important presentation to her class. She was very nervous. When she gets nervous, she talks to herself . But, this time she was so nervous, it wasn't working. She decided to call her brother and ask for his advice. He said, present to the class as if they are your friends. Look them all in their eyes, and you will feel fine. ​ Back to top Subject Verb Agreement 1 Read the following passage and find the subject / verb agreement errors . There are thirteen errors. Although I was born in a big busy city, I decided long ago that I no longer wanted to live a city life. For many people, city life becomes stressful and, more often than not, you suffer bad health. My family and I have now left the city and live in a quiet place where the birds wake me up in the morning with their beautiful chirping. The sun shines everyday, the sky is a brilliant blue, the sea is warm and the food tastes lovely. I appreciate my change of mind probably happened as I got older and some of you younger ones are thinking, I would love to live in a city. I meet many students here who say that to me. They want to see the city and the brightly-lit skylines that light up the night skies. They want to go out partying every night and enjoy the 'freedom' they don't have in their country. All I will say is this, make the most of what you have and see where life's path takes you. A Hoopoe, known locally as a Hudhud, has an amazing song. Subject / Verb Agreement Back to top All-in-one Improve your English and get paid...

Any Other Grammar Experienced Experienced Quizzes Conditionals Modal Perfect

Verb Forms Quizzes Experienced Experienced Quiz present perfect vs past simple Quiz Past cont. VS Past Simple

ENGL 155 This page is for teachers and students of ENGL 155. Here you will find all the information you need about the course, as well as study materials. You have access to the whole of this site, but to access this page, you will have to use the link given to you by your teacher. Course Specification Form QUIZ 1 INFO MIDTERM TEST PROJECT INFO FINAL EXAM Writing Academic Introductions How to Write a Thesis Statement TOP Topic Sentences The Passive Voice QUIZ 1 QUIZ 1 Quiz 1 will be held in class in week 5 on Wednesday 15th or Thursday 16th March 2023 . You will be given a short report to read. You will then need to summarise and paraphrase the report. You will be given 1 hour to complete the task. The quiz is worth 10% of your final mark. Marking Criteria Summary & Paraphrase Method 1 Summary & Paraphrase Method 2 Paraphrasing Examples Paraphrasing Explained BACK TO TOP Midterm Midterm Exam Your Midterm exam will be on 10th April from 14.30 - 16.00 in Hall 18 (S18) You will have 1 hour and 30 minutes to plan and write a cause & effect essay. The essay must be between 600 - 800 words . You will write your essay using the two texts below that your teacher has already given you . You will get new copies of the same two texts in the exam. Please read the marking criteria so you know what is expected from you. Marking Criteria Midterm Reading 1 Midterm Reading 2 BACK TO TOP Project Project Project Instructions Project Outline.pptx BACK TO TOP Final exam Final Exam Your Final exam will be on 8th June in Hall 18 (S18) You will have two hours (120 minutes) The exam will be in 2 parts: PART A - Reading text on the use of artificial intelligence in higher education. There will be 10 questions (10 marks) PART B - Plan and write a problem / solution essay. The essay must be 700 words MINIMUM . Below are some readings that are related to the topic of the essay. You will not need to paraphrase these in your essay so they won't be given to you in the exam - they are just to provide you with some ideas. You may also use the ideas from the reading task (part A), but DO NOT COPY! If you wish to do further reading / research on the topic to include the ideas in your essay, you may. Please read the marking criteria so you know what is expected from you. Marking Criteria An Era of Chat GPT Is Using AI Plagiarism? ChatGPT and exams AI - The Threat Will Chat GPT get you Caught? Chatbots & Plagiarism in HE What is Plagiarism Teaching Referencing BACK TO TOP

Linking English Link-eng هو موقع ويب حيث ترتبط جميع جوانب اللغة الإنجليزية ، لتزويدك بفهم أكبر لكيفية إتقان اللغة الإنجليزية. عن هذا الموقع بصفتي محترفًا يقوم بتدريس اللغة الإنجليزية لمدة خمسة عشر عامًا على المستوى الجامعي ، وتلقى تعليمه في المملكة المتحدة حتى درجة الماجستير ، قمت بتطوير موقع إلكتروني أعتقد أنه سيفيد جميع متعلمي اللغة الإنجليزية. ما يمكنك القيام به هنا: يسمح لك Link-eng باستكشاف وممارسة اللغة الإنجليزية. كل ما عليك فعله هو أن تصبح عضوا مجانيا شاهد عروض تقديمية خطوة بخطوة توضح لك كيفية إنتاج نماذج الفعل وفهمها بشكل صحيح. حفظ الرسومات والملصقات التي تغطي جميع مجالات القواعد. قواعد هنا يمكنك التعرف على أشكال الفعل والميزات النحوية والاختبارات. Start Linking الدعم مساحة لك للاجتماع مع متعلمين آخرين لمشاركة الأفكار والخبرات ، وتقديم الدعم لبعضكما وممارسة مهاراتك. Start Linking مهارات الكتابة تعلم المهارات التي ستساعد على تحسين أسلوبك في الكتابة. كن على دراية باتفاقيات الكتابة الأكاديمية لتحسين الكتابة Start Linking مهارات التحدث هنا يمكنك العثور على موارد لمساعدتك في العروض التقديمية بالإضافة إلى مهارات التحدث العامة . يحتوي قسم Real Talk على عناصر تتضمن أشباه الجمل الفعلية وخصائص اللغة الإنجليزية المنطوقة يوميًا Start Linking الدعم مساحة لك للاجتماع مع متعلمين آخرين لمشاركة الأفكار والخبرات ، وتقديم الدعم لبعضكما وممارسة مهاراتك. Start Linking لمصممي اللغة الإنجليزية ف هذا الموقع مخصص للدراسة الذاتية للطلاب. ومع ذلك ، يمكن استخدام معظم المواد داخل بيئة الفصل الدراسي.

Apps & Games Here are some applications and games that can help you build your vocabulary Please feel free to challenge us to a game by emailing support@link-eng.co.uk

Idiomatic Expressions & Phrasal Verbs