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Critical thinking – 5 of 10.

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Stage 2:

Evaluate the Line of Reasoning

 

The main aspects of critically evaluating a line of reasoning are:

 

  • Do the reasons progress logically?
  • Are the reasons relevant, contributing and plausible?
  • Is there any flawed reasoning?

 

If you apply each of these questions to a piece of writing you can quickly see if there are indeed any holes in the argument.

 

Logical Progression

 

This is important when it comes to the strength of an argument. If one reason does not clearly lead to another reason, or if there are gaps in the lines of reasoning then this makes an argument weaker.

 

In our example:

 

Medical evidence suggests that outdoor play for children is desirable (A). Parent’s attitudes reflect this (B). Lack of facilities would prevent outdoor play (C). Parents believe more outdoor play areas are needed (D).

 

A B

B + C D

 

However if the argument was:

 

Medical evidence suggests that outdoor play for children is desirable (A). Lack of facilities would prevent outdoor play (C). Parents believe more outdoor play areas are needed (D).

 

A + C D

 

The argument becomes weaker. As the conclusion is that Parents want more outdoor play areas, however the reasons only mention medical evidence. It does not identify a link between Medical evidence and what Parents believe. Although this example it is common sense that parents would support medical evidence, however it identifies clearly how assumptions can be made in arguments. These assumptions are not necessarily true, and therefore are potential weaknesses.

Irrelevant/Plausible Reasoning

 

This is one of the most obvious flaws in an argument, when one reason for a situation simply is unrealistic or entirely impossible to prove.

 

Example: Medical evidence suggests that outdoor play for children is desirable (A). Parent’s attitudes reflect this (B). Ancient civilisations collapsed due to lack of outdoor play areas (E). Lack of facilities would prevent outdoor play (C). Parents believe more outdoor play areas are needed (D).

 

Here it is obvious that reason E is ridiculous. It does not disprove the conclusion, but it does call into question the authors credibility.

 

This example was exaggerated, in a much more long winded argument such an academic journal this reason might not stand out quite so obviously. Therefore it is important when reading to avoid ‘glossing over’ reasons, identifying they are there but not considering what they are actually saying.

 

Flawed Reasoning

 

This is similar to Implausible reasoning, however is often less obvious. The main aspects are:

 

  • Casual connections – two events occurring at the same time can be linked in an argument, when there is no actual connection. EG – I failed my test on a Tuesday, Tuesdays are a bad day to take tests.
  • Generalisations – Using case studies or specific examples and generalising to the overall population.
  • Inappropriate Comparisons – Using examples that are so unrelated to each other they cannot be compared. For example comparing how much food a gorilla needs to survive against that of an ant. Both are animals yet clearly totally unrelated.

 

 

 

 

 

 

 

 

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Critical Thinking – 4 of 10.

Glasgow English tutorStage 1:

Identify the Line of Reasoning

Most critical evaluation is applied to work that is putting across a specific argument or perspective on a certain issue. An argument itself is defined as:

 

  • A line of reasoning resulting in a conclusion
  • A case being made based on evidence and examples

 

The first stage in any critical evaluation is to establish the purpose of a piece of writing based on the progression of the reasons presented. However this does not necessarily have to be the conclusion presented by the author. The reason for this is seen in stage 2.

 

It is often easy to express a line of reasoning through the labelling of each specific reason so the line of reasoning is easily observed.

 

Example: In recent years medical advances allow us to better understand why people die (A). Of all people who die more people have been recorded dying of cancer due to smoking due to medical advances (B). We are now more aware of the number of people dying due to smoking each year (C).

 

Here you can see how reason A leads to reason B which in turn leads to conclusion C.

 

A B C

 

This is a very simple line of reasoning, one reason leads to a second which leads to a conclusion.

 

Sometimes lines of reasoning do not need to be a line, it could be entirely separate reasons support the same conclusion. Or a line results in a reason, which when added to another reason lead to a conclusion.

 

Example: Medical evidence suggests that outdoor play for children is desirable (A). Parent’s attitudes reflect this (B). Lack of facilities would prevent outdoor play (C). Parents believe more outdoor play areas are needed (D).

 

Here: A B

B + C D

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Critical thinking – 3 of 10 – English prelim preparation

prelim revision sqa englishHow to Critically Evaluate

 

When Reading:

 

  • Identify the line of reasoning in the text
  • Critically evaluate this line of reasoning
  • Question surface appearances
  • Identify evidence
  • Evaluate evidence
  • Identify conclusions
  • Decide whether valid evidence supports conclusions

 

When Writing

 

  • Having clear conclusions
  • Showing a clear line of reasoning
  • Presenting relevant evidence
  • Re-read your own writing critically
  • Write in a critical style rather than in a descriptive personal or journalistic style

 

When Listening

 

  • Check for consistency in what the speaker is saying
  • Check whether N.V.C (Non-Verbal Communication) contradict what is being said

 

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Critical thinking 2 of 10 – Glasgow English tuition

What is involved in Critical Thinking?english tutors glasgow

Critical Thinking can most broadly be described as weighing up an argument and its evidence for and against its conclusions. As a student the majority of work that you will come into contact with will be one party arguing or presenting its point of view to a wider audience in an attempt to better understand a given issue. The critical thinking and evaluation this guide focuses on will be applicable to such work, allowing you to either find reasons to disagree or discredit the presented arguments or to present these arguments from a stronger position.

It is likely that throughout education so far you have been taught to ‘analyse and evaluate’ arguments and may consider it second nature. It is true that the process of critical thinking is constantly happening with everything that we experience in some form, however the process is usually sub-consciously achieved and is not broken down into a logical process that can be presented. You may ‘know’ an argument makes no sense, but cannot show why. The ability to present your critical thinking process is equally as important as the process itself, as you can not only provide reasons for or against an argument but can show a logical and clear thought process that brought you to those conclusions.

Critical Thinking is not limited to merely reading the works of others; it can also be applied to your own writing. By understanding how someone may critically evaluate your own work you can strengthen your own arguments by identifying and then removing any weaknesses. Similar processes are also involved in listening to others put across their opinions verbally, whether in lectures, debates or even informally such as discussions with friends. They can be critically evaluated allowing your own arguments to become that much stronger. Indeed critical thinking truly can be universally applied in every walk of life, not just an academic environment.