Chapter 10
Critical Reading and Writing Skills
Study Guide
Chapter overview
The skill of being critical is vital to academic work and one of the key skills that
determines the grades your work is awarded. Developing this skill will take
considerable time and practice. This chapter sets out the basics of being critical and
writing in a critical manner. A key learning activity for developing this skill is the
ability to write a critique and this is one focus of this chapter.
What is covered in this chapter?
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how to read critically
how to recognise and assess assertions
how to understand and assess arguments
how to assess evidence sources and how to use evidence effectively in your own writing
how to develop critical reading strategies
how to write a ‘critique’
how to construct sound arguments in your own writing
how to review and evaluate your argument
how to use critical thinking at work
Additional chapter activities
[There are no extra activities for this chapter.]
Learning diary reflections
This chapter looks at learning and skills. Learning and skills development is both structural
and personal, therefore recording your thoughts and reflections will help you to become a
better learner. Learning diaries are a good place to express your thoughts and reflections. In
this chapter you might want to think and reflect on:
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Do I really know what it means to be critical?
How academically critical have I been in the past?
How important is this skill?
What practice and development could I create that makes me more critical?
How can I practise being critical so that I get better at it?
Do I know assertions when I see them?
What is good evidence in argument?
How well do I evaluate other people’s arguments?
Am I a good evaluator?
Do I have a clear understanding of the parts of an argument?
Can I create powerful and effective arguments?
What is the role of reading in being critical?
What would other people say about my arguments?
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How close are my arguments to the seven heavenly actions of argument?
Do I spend enough time just thinking how the argument works?
Test your learning
Multiple choice questions
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An argument map is…
a summary of the whole argument
a map that lays out the best way to argue
a record of a personal disagreement
a graphical representation of where arguments happen
A qualification in an argument is…
an award from a university
a statement of known problem areas in an argument
a balancing statement that presents counterevidence
the evidence to support claims
Secondary research is best described by which of the following statements?
research that comes directly from views that participants express
research only from books and papers
research that was conducted for another purpose
research of lower quality
In which of the following areas would you expect to offer more evidence than usual?
when chain premises are used
when the point is central to the argument
when the only evidence is from the Internet
when there are a lot of warrants
What does the warrant do in an argument?
weakens the argument
connects the evidence to the qualification
connects the premise to the evidence
connects the qualification to the warrant
Please refer to the ‘Study Guide: Answers’ document, also on the student support site, for
answers to all of the quizzes in the study guides.
Reflective question
Why, when I read some articles, does the argument seem so compelling while in others I
don’t believe any of it?
This question is effectively about what it is you think makes for good argument. There is no
simple and agreed answer, but by exploring how you feel about this you should improve the
clarity of your own thinking and arguing.
Chapter summary
By way of summary I have set out below some of the attributes of critical thinkers. The list is
not exhaustive and represents my personal views.
Critical thinkers:
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ask the right questions
recognise assertions
understand the basic arguing format of claim, premise, evidence, warrant, qualification
and conclusion
assess the strength, applicability and relevance of evidence
are able to admit when they don’t know or understand something
are curious and inquisitive
clearly define criteria before making judgements
are willing to self-assess their abilities and develop their weak areas
think flexibly and overcome bias
are organised and systematic
can follow logical argument and challenge the non sequitur
are willing to be open about their opinions and beliefs
are able to balance judgements and come to a decision.
Chapter web links
A link to the Critical Thinking Community: http://www.criticalthinking.org/
Link to a site for creating argument maps:
http://projects.kmi.open.ac.uk/osc/compendium/amap/
A link to the Foundation for Critical Thinking: http://www.wdil.org/resources/the-foundationfor-critical-thinking