Critical thinking skills : developing effective analysis and argument / Stella Cottrell.

By:

Cottrell, Stella

Material type: Text

TextSeries: Publication details: Basingstoke, Hampshire : New York, NY : Palgrave Macmillan, 2011.Edition: 2nd edDescription: xiv, 282 p.; ill.; 25 cmISBN:

9780230285293 (pbk.)
0230285295 (pbk.)

Other title:

Developing effective analysis and argument

Subject(s):

DDC classification:

153.42 COT

Holdings
Item type	Current library	Call number	Copy number	Status	Date due	Barcode
Standard Loan	Moylish Library Main Collection	153.42 COT (Browse shelf(Opens below))	1	Available		39002100467225

Enhanced descriptions from Syndetics:

The second edition of this leading guide helps students to develop reflective thinking skills, improve their critical analysis and construct arguments more effectively. Written by Stella Cottrell, leader in the field with over one million book sales to date, this text breaks down a complex subject into easily understood blocks, providing easy-to-follow, step-by-step explanations and practice activities to develop understanding and practise your skills at each stage. Essential for students who are mystified by tutor comments such as 'more critical analysis needed', this is an invaluable tool for anyone wishing to develop advanced skills in this area and learn to apply them to tasks such as reading, writing and note-taking.

What is critical thinking?How well do you think? : Develop your thinking skillsWhat\'s their point? : Identifying argumentsIs it an argument? : Argument and non-argumentHow well do they say it? : Clarity, consistency and structureReading between the lines: recognising underlying assumptions and implicit argumentsDoes it add up? : Identifying flaws in the argumentWhere\'s the proof? : Finding and evaluating sources of evidenceCritical reading and note-making: critical selection, interpretation and noting of source materialCritical, analytical writing: critical thinking when writingWhere\'s the analysis? : Evaluating critical writingCritical reflection.

Includes bibliographical references (pages 278-279) and index (pages280-282).

Table of contents provided by Syndetics

Introduction (p. viii)
Glossary (p. xii)
Acknowledgements (p. xiv)
1 What is critical thinking? (p. 1)
Introduction (p. 1)
What is critical thinking? (p. 2)
Reasoning (p. 3)
Why develop critical thinking skills? (p. 4)
Underlying skills and attitudes (p. 5)
Self-awareness for accurate judgement (p. 6)
Personal strategies for critical thinking (p. 7)
Critical thinking in academic contexts (p. 8)
Barriers to critical thinking (p. 10)
Critical thinking: Knowledge, skills and attitudes (p. 13)
Priorities: Developing critical thinking abilities (p. 14)
Summary (p. 16)
2 How well do you think? Develop your thinking skills (p. 17)
Introduction (p. 17)
Assess your thinking skills (p. 18)
Scoring sheet (p. 22)
Focusing attention (p. 23)
Focusing attention: Identifying difference (p. 24)
Focusing attention: Recognising sequence (p. 25)
Categorising (p. 27)
Activity: Categorising text (p. 28)
Close reading (p. 29)
Information about the sources (p. 31)
Answers to activities in Chapter 2 (p. 32)
3 What's their point? Identifying arguments (p. 37)
Introduction (p. 37)
The author's position (p. 38)
Activity: Capturing the author's position (p. 39)
Argument: Persuasion through reasons (p. 40)
Identifying the argument (p. 41)
Activity: Identifying simple arguments (p. 44)
Activity: Reasons and conclusions (p. 45)
Hunting out the conclusion (p. 46)
Summary of features (p. 47)
Summary (p. 48)
Information about the sources (p. 48)
Answers to activities in Chapter 3 (p. 49)
4 Is it an argument? Argument and non-argument (p. 51)
Introduction (p. 51)
Argument and disagreement (p. 52)
Activity: Argument and disagreement (p. 53)
Non-arguments: Description (p. 54)
Non-arguments: Explanations and summaries (p. 55)
Activity: What type of message? (p. 56)
Distinguishing argument from other material (p. 58)
Activity: Selecting out the argument (p. 59)
Summary (p. 61)
Information about the sources (p. 61)
Answers to activities in Chapter 4 (p. 62)
5 How well do they say it? Clarity, consistency and structure (p. 63)
Introduction (p. 63)
How clear is the author's position? (p. 64)
Internal consistency (p. 65)
Activity: Internal consistency (p. 66)
Logical consistency (p. 67)
Activity: Logical consistency (p. 68)
Independent reasons and joint reasons (p. 69)
Activity: Independent reasons and joint reasons (p. 70)
Intermediate conclusions (p. 71)
Intermediate conclusions used as reasons (p. 72)
Activity: Intermediate conclusions (p. 73)
Summative and logical conclusions (p. 74)
Activity: Summative and logical conclusions (p. 75)
Logical order (p. 76)
Activity: Logical order (p. 77)
Summary (p. 78)
Information about the sources (p. 78)
Answers to activities in Chapter 5 (p. 79)
6 Reading between the lines: Recognising underlying assumptions and implicit arguments (p. 85)
Introduction (p. 85)
Assumptions (p. 86)
Activity: Identify the underlying assumptions (p. 87)
Identifying hidden assumptions (p. 88)
Implicit assumptions used as reasons (p. 89)
Activity: Implicit assumptions used as reasons (p. 90)
False premises (p. 91)
Activity: False premises (p. 92)
Implicit arguments (p. 93)
Activities: Implicit arguments (p. 94)
Denoted and connoted meanings (p. 95)
Activities: Associations and stereotypes (p. 97)
Activity: Denoted and connoted meanings (p. 98)
Summary (p. 99)
Information about the sources (p. 99)
Answers to activities in Chapter 6 (p. 100)
7 Does it add up? Identifying flaws in the argument (p. 105)
Introduction (p. 105)
Assuming a causal link (p. 106)
Correlations and false correlations (p. 107)
Activity: Identify the nature of the link (p. 108)
Not meeting the necessary conditions (p. 109)
Not meeting sufficient conditions (p. 110)
Activity: Necessary and sufficient conditions (p. 111)
False analogies (p. 112)
Activity: False analogies (p. 113)
Deflection, complicity and exclusion (p. 114)
Other types of flawed argument (p. 115)
Unwarranted leaps and castle of cards (p. 116)
Emotive language; Attacking the person (p. 117)
More flaws (p. 118)
Misrepresentation and trivialisation (p. 119)
Tautology; Two wrongs don't make a right (p. 120)
Summary (p. 121)
Information on the sources (p. 121)
Answers to activities in Chapter 7 (p. 122)
8 Where's the proof? Finding and evaluating sources of evidence (p. 125)
Introduction (p. 125)
Primary and secondary source materials (p. 126)
Searching for evidence (p. 127)
Literature searches (p. 128)
Reputable sources (p. 129)
Authenticity and validity (p. 130)
Currency and reliability (p. 131)
Selecting the best evidence (p. 132)
Relevant and irrelevant evidence (p. 133)
Activity: Relevant and irrelevant evidence (p. 134)
Representative samples (p. 135)
Activity: Representative samples (p. 136)
Certainty and probability (p. 137)
Sample sizes and statistical significance (p. 138)
Over-generalisation (p. 139)
Controlling for variables (p. 140)
Facts and opinions (p. 141)
Eye-witness testimony (p. 142)
Triangulation (p. 143)
Evaluating a body of evidence (p. 144)
Summary (p. 145)
Information on the sources (p. 145)
Answers to activities in Chapter 8 (p. 146)
9 Critical reading and note-making: Critical selection, interpretation and noting of source material (p. 147)
Introduction (p. 147)
Preparing for critical reading (p. 148)
Identifying the theoretical perspective (p. 149)
The relation of theory to argument (p. 150)
Categorising and selecting (p. 151)
Accurate interpretation when reading (p. 152)
Making notes to support critical reading (p. 153)
Reading and noting for a purpose (p. 154)
Concise critical notes: Analysing argument (p. 155)
Concise critical notes: Books (p. 156)
Concise critical notes: Articles and papers (p. 157)
Critical selection when note-making (p. 158)
Activity: Critical selection (p. 159)
Commentary on critical selection activity (p. 161)
Note your source of information (p. 162)
Summary (p. 164)
Information on the sources (p. 164)
Answers to activities in Chapter 9 (p. 165)
10 Critical, analytical writing: Critical thinking when writing (p. 167)
Introduction (p. 167)
Characteristics of critical, analytical writing (p. 168)
Setting the scene for the reader (p. 170)
Activity: Setting the scene for the reader (p. 171)
Writing up the literature search (p. 172)
Words used to introduce the line of reasoning (p. 173)
Signposting alternative points of view (p. 175)
Words used to signpost conclusions (p. 177)
Words and phrases used to structure the line of reasoning (p. 178)
Drawing tentative conclusions (p. 179)
Activity: Writing conclusions (p. 180)
Critical analysis for essays: essay titles (p. 181)
Academic keywords used in titles (p. 182)
Critical analysis for essays: reading (p. 183)
Critical analytical essays: introductions (p. 184)
Structured argument: the body of the essay (p. 185)
Essays: Bringing the argument together (p. 186)
Citing and referencing your sources (p. 187)
What do I include in a reference? (p. 188)
Summary (p. 189)
Information on the sources (p. 189)
Answers to activities in Chapter 10 (p. 190)
11 Where's the analysis? Evaluating critical writing (p. 191)
Introduction (p. 191)
Checklist for evaluating Essay 1 (p. 192)
Evaluate Essay 1 (p. 193)
Evaluation of Essay 1 (p. 195)
Commentary for Essay 1 (p. 196)
Checklist for evaluating Essay 2 (p. 198)
Evaluate Essay 2 (p. 199)
Evaluation of Essay 2 (p. 201)
Commentary on Essay 2 (p. 202)
Evaluating your writing for critical thinking (p. 204)
Summary (p. 206)
12 Critical reflection (p. 207)
Introduction (p. 207)
What is critical reflection? (p. 208)
Why engage in critical reflection? (p. 210)
Decide your approach and purpose (p. 211)
Approach: outcome, focus, model, method (p. 212)
Approach: method and audience (p. 213)
Approach: relating experience and theory (p. 214)
Decide your approach: summary (p. 215)
Resource: Outline approach to reflection (p. 216)
Reflection phases 1 and 2 (p. 218)
Examples of phase 1 reflection (p. 219)
Examples of phase 2 reflection (p. 220)
Models of reflection (p. 221)
Deciding on your model for reflection (p. 222)
The Core Model for critical reflection (p. 223)
Applying reflection to professional practice (p. 225)
Reflection and professional judgement (p. 226)
Good and bad critical reflection (p. 227)
Presenting your reflection to others (p. 229)
Summary (p. 230)
Information about the sources (p. 230)
Texts for Activities in Chapters 8, 9 and 11 (p. 231)
Texts for activities in Chapters 8, 9 and 11 (p. 233)
Practice activities on longer texts (p. 239)
Practice 1 Features of an argument (p. 240)
Answer to Practice 1 Features of an argument (p. 244)
Practice 2 Finding flaws in the argument (p. 247)
Answers to Practice 2 Finding flaws in the argument (p. 251)
Practice 3 Features of an argument (p. 255)
Answers to Practice 3 Features of an argument (p. 261)
Practice 4 Finding flaws in the argument (p. 266)
Answers to Practice 4 Finding flaws in the argument (p. 271)
Appendix: Selected search engines and databases for on-line literature searches (p. 277)
Bibliography (p. 278)
Index (p. 280)

Author notes provided by Syndetics

Stella Cottrell is Director for Lifelong Learning at the University of Leeds. She is the 1/2 million copy bestselling author of The Study Skills Handbook, The Palgrave Student Planner, The Exam Skills Handbook and Skills for Success, a key text on personal development planning.