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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