Critical Thinking Skills
Námskeið
- ÁLG0176200 Álitamál í löggæslu
Lýsing:
The ability to demonstrate critical thinking is essential for students who seek to achieve good grades at university but it typically creates a lot of confusion and anxiety. Critical Thinking Skills provides an easy to follow, step by step guide to developing analytical reasoning skills and applying them to tasks such as reading, note-making and writing. A complex subject is broken down into easy to understand blocks, with clear explanations, good examples, and plenty of activities to develop understanding at each stage.
Students can use this book to: · Critically assess other people's arguments · Recognise flawed reasoning · Evaluate the material used to support arguments · Apply critical thinking when reading, writing and making notes · Write excellent essays and reports The 4th edition features a new section on argument mapping techniques, which help readers to visualize the structures of an argument. It also contains new and updated examples that link to current affairs, showing the importance of critical thinking as a lifelong skill.
Annað
- Höfundur: Stella Cottrell
- Útgáfa:4
- Útgáfudagur: 23-03-2023
- Hægt að prenta út 10 bls.
- Hægt að afrita 10 bls.
- Format:ePub
- ISBN 13: 9781350322592
- Print ISBN: 9781350322585
- ISBN 10: 1350322598
Efnisyfirlit
- Cover
- Title Page
- Contents
- Acknowledgements
- Introducing Critical Thinking Skills
- Do critical thinking skills matter?
- Building ‘critical muscle’
- Using the book
- Overview of the chapters
- Glossary
- About the Companion Site
- 1 What is critical thinking?
- Introduction
- What is critical thinking?
- Reasoning
- Critical thinking: Where does it come from?
- Benefits of critical thinking skills
- Underlying skills and attitudes
- Self-awareness for accurate judgement
- Personal strategies for critical thinking
- Critical thinking in academic contexts
- Barriers to critical thinking
- Critical thinking: Knowledge, skills and attitudes
- Priorities: Developing critical thinking abilities
- Summary: What is critical thinking?
- 2 How well do you think?
- Introduction
- Assess your thinking skills
- Scoring sheet
- Focusing attention
- Focusing attention: Identifying difference
- Focusing attention: Recognising sequence
- Categorising
- Activity: Categorising text
- Close reading
- Close reading and listening
- Summary: How well do you think?
- 3 What’s their point?
- Introduction
- The author’s position
- Activity: Capturing the author’s position
- Argument: Persuasion through reasons
- Identifying the argument
- Activity: Identifying simple arguments
- Activity: Reasons and conclusions
- Hunting out the conclusion
- Summary of features
- Summary: What’s their point?
- 4 Is it an argument?
- Introduction
- Argument and disagreement
- Activity: Argument and disagreement
- Non-arguments: Description
- Non-arguments: Explanations and summaries
- Activity: What type of message?
- Distinguishing argument from other material
- Activity: Selecting out the argument
- Recognising other non-arguments
- Summary: Is it an argument?
- 5 How well do they say it?
- Introduction
- How clear is the author’s position?
- Internal consistency
- Activity: Internal consistency
- Logical consistency
- Activity: Logical consistency
- Independent reasons and joint reasons
- Activity: Independent reasons and joint reasons
- Intermediate conclusions
- Intermediate conclusions used as reasons
- Activity: Intermediate conclusions
- Summative and logical conclusions
- Activity: Summative and logical conclusions
- Logical order
- Activity: Logical order
- Summary: How well do they say it?
- 6 Reading between the lines
- Introduction
- Assumptions
- Activity: Identify the underlying assumptions
- Identifying hidden assumptions
- Implicit assumptions used as reasons
- Activity: Implicit assumptions used as reasons
- Inference, assumption and syllogism
- False premises
- Activity: False premises
- Implicit arguments
- Activities: Implicit arguments
- Denoted and connoted meanings
- Activities: Associations and stereotypes
- Activity: Denoted and connoted meanings
- Summary: Reading between the lines
- 7 Does it add up?
- Introduction
- Assuming a causal link
- Correlations and false correlations
- Activity: Identify the nature of the link
- Not meeting the necessary conditions
- Not meeting sufficient conditions
- Activity: Necessary and sufficient conditions
- False analogies
- Activity: False analogies
- Deflection, complicity and exclusion
- Other types of flawed argument or fallacies
- Unwarranted leaps and castle of cards
- Emotive language; attacking the person
- More flaws
- Misrepresentation and trivialisation
- Tautology; two wrongs don’t make a right
- Other fallacies
- Summary: Does it add up?
- 8 Where’s the proof?
- Introduction
- Primary and secondary source materials
- Searching for evidence
- Literature searches
- Reputable sources
- Authenticity and validity
- Currency and reliability
- Selecting the best evidence
- Relevant and irrelevant evidence
- Activity: Relevant and irrelevant evidence
- Representative samples
- Activity: Representative samples
- Certainty and probability
- Sample sizes and statistical significance
- Over-generalisation
- Controlling for variables
- Facts and opinions
- Eye-witness testimony
- Triangulation
- Evaluating a body of evidence
- Summary: Where’s the proof?
- 9 Criticality when selecting, interpreting and noting from sources
- Introduction
- Gain an overview first
- Identify the theoretical perspective
- The relation of theory to argument
- Categorising and selecting
- Accurate interpretation when reading
- Making notes to support critical analysis
- Make structured, selective notes
- Concise critical notes: Analysing an argument
- Concise critical notes on sources: Articles and papers
- Critical selection when note-taking
- Comparing multiple sources
- Noting how multiple sources contribute to an argument
- Critical listening and viewing
- Critical awareness for audio-visual material
- Critical thinking when listening
- Critically active viewing
- Making notes: Audio-visual material
- Critical use of social media
- Real or fake news?
- Fake news: What can we do?
- Summary: Criticality when selecting, interpreting and noting from sources
- 10 Critical, analytical writing
- Introduction
- Characteristics of critical, analytical writing
- Developing a topic 1: Test and defend a ‘thesis’
- Developing a topic 2: Define your terms
- Developing a topic 3: Critical use of resources
- Developing a topic 4: Identify themes
- Developing a topic 5: Use the literature
- Shaping your thinking on a topic
- Writing it up: Set the scene for the reader
- Activity: Setting the scene for the reader
- Writing up the literature search
- Words used to introduce the line of reasoning
- Words used to reinforce the line of reasoning
- Signposting alternative points of view
- Words used to signpost conclusions
- Words and phrases used to structure the line of reasoning
- Drawing tentative conclusions
- Activity: Writing conclusions
- Critical analysis for essays: Essay titles
- Academic keywords used in titles
- Critical analytical essays: Introductions
- Structured argument: The body of the essay
- Essays: Bringing the argument together
- Citing and referencing your sources
- What do I include in a reference?
- Summary: Critical analytical writing
- 11 Mapping and evaluating argument
- Introduction
- Using argument maps
- Standard map configurations
- Mapping interim conclusions
- Argument maps for complex arguments
- Mapping extended arguments
- Mapping arguments with counterarguments
- Tabulating thesis/antithesis/synthesis arguments
- Defending a given position
- Weighing your options: Multiple theses
- Finding the structure of extended arguments
- Tabulating an argument
- Example: Mapping an extended argument
- Decisions to make when argument mapping
- Extended arguments: Applying criteria
- Critical analysis: Sample essays
- Critically evaluating your own work
- Evaluating your work for critical thinking
- Summary: Mapping and evaluating arguments
- 12 Critical reflection
- Introduction
- What is critical reflection?
- Why engage in critical reflection?
- Decide your approach and purpose
- Decide outcomes and outputs
- Approach: Method and audience
- Approach: Relating experience and theory
- Decide your approach: Summary checklist
- Reflection phases 1 and 2
- Examples of phase 1 reflection
- Examples of phase 2 reflection
- Models of reflection
- Deciding on your model for reflection
- The Core Model for critical reflection
- Applying reflection to professional practice
- Reflection and professional judgement
- Good and bad critical reflection
- Presenting your reflection to others
- Summary: Critical reflection
- 13 Applying critical thinking to career planning and employability
- Critical thinking for professional life
- Thinking critically about your life and career planning
- Self-evaluation: Thinking critically about your career path
- Thinking critically about your career: Taking action
- Applying critical thinking when looking for a job
- Critical consideration of the ‘best fit’ jobs for you
- Use the clues: Information provided by employers
- Where do job applicants go wrong?
- Where job applicants go wrong: Examples
- Employer demand for critical thinking skills
- How critical thinking skills are useful in work roles
- Demonstrating critical thinking to employers
- Checklist: Critical self-evaluation of job applications
- Summary: Applying critical thinking to career planning and employability
- Texts for activities in Chapters 8, 9 and 11
- Practice materials
- Practice 1
- Sample essay 1 (Student sleep/well-being)
- Sample essay 2 (Student sleep/well-being)
- Practice 2
- Sample essay 3 (Global warming)
- Sample essay 4 (Global warming)
- Appendix: Selected search engines and databases for online literature searches
- Answers to activities
- References and Bibliography
- Index
- eCopyright
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