Critical

Thinking/Reading
Non-Critical Reader
Reads text as a source of…
-memorizing facts and statements
-repeating facts and statements
-building a narrative around facts and
statements without analyzing validity,
reliability or applicability
Critical Reading
“Critical Reading involves
understanding the content of a
text as well as how the subject
matter is developed. It takes in
facts, but goes further.”
Critical Thinking
“Critical Thinking involves
reflecting on the validity of what
you have read in light of our prior
knowledge and understanding of
the world.”
 Proverbs 14:15

“The simple believes everything, but

the prudent gives thought to his
steps.”
 The Critical Reader
As a critical reader you should reflect on:
What the text says: after critically reading a piece you should be able to take
notes, paraphrasing - in your own words - the key points.
What the text describes: you should be confident that you have understood the
text sufficiently to be able to use your own examples and compare and contrast
with other writing on the subject in hand.
Interpretation of the text: this means that you should be able to fully analyze the
text and state a meaning for the text as a whole.
INFERENCE: Reading Ideas as well as Words
Consider the following statement:
“The Senator admitted owning the gun that killed his wife.”
What can be inferred from this statement?
There is a senator.
He owns a gun.
He is married.
His wife is dead.
That gun caused her death.
The Senator admitted owning that gun killed wife.
 Questions about the overall text:
(a) What is the purpose/aim of this text? How do you
know? How might this influence the way it is written?
(b) Can you see any justification (direct or implied) for
the research decisions? Do the justifications seem
reasonable?
 Questions about the truth claims made
within the text:
(a)Do these assumptions seem reasonable in this context? Why or why not?
(b) Are any generalizations being made? Are these generalizations reasonable
here?
(c) Do any claims seem too certain?
(d) Are there suitable examples?
(e) Are there claims which are based on authority for support? What kind of
authority is it? Does this seem reasonable?
(f) Are there claims which are based on evidence for support? What kind of
evidence is it? Does this seem reasonable?
 Questions about how the text could be
different:
(a)What is missing from the text?
(b) How could the text be not like this / different?
(c) Is anything being used out of context in the
text?
 Personal Engagement
(a) How does this text relate to my personal experience?
(b) How does my personal knowledge and experience affect the
way I read the text?
(c) Can my personal experience help me to evaluate the claims?
(d) What status does my personal experience have, in relation to
the published research?
(e) Can I find anything in the literature to help me relate this to
my personal experience?
The piece of writing below is taken from an essay on leadership:

Brown (2005) maintains that leadership is an essential quality in nursing. This is confirmed by the

recent requirements of the NHS Plan (DOH, 2002). This Plan has emphasized the importance of introducing the

transformational model of leadership. Smith (2001) explains that this is a leadership which involves the use of

charisma and interpersonal skills to enable achievement. Jones (2004) argues that the key characteristic of

transformational leadership is empowering others to achieve. In my own experience, a leader with transformational

qualities can make any team member feel that they have a useful part to play in the organization. This is confirmed by

Fea (2001) who argues that transformational leadership increases feelings of self-worth and capability in their team

members.
Is this piece an example of good academic writing?
◦ Yes , the style is formal and flows well.
◦ Paraphrasing (rather than quotations) is used to introduce evidence from the literature

How well does it use literature to back up statements being made?

◦ Literature is used to make a number of points. An attempt is made to find answers in the literature.
◦ However, each citation is not really explored or interpreted by the student

To what extent is it reflective?

◦ There is some reflection on the part of the student and answers from the literature are used to confirm these
feelings.
◦ The student does not go far enough in trying to explain/justify these feelings.

To what extent is it analytical and critical?

◦ There is an attempt to analyze the topic but this is not done in great depth.
◦ The student does not question/evaluate the evidence from the literature and therefore shows limited critical
thinking.
How different is this piece of writing?
The issue is explored in considerably more depth
The student constantly tries to find answers in the literature, particularly finding
different definitions and interpretations of the key issue.
Once the literature is presented, the student puts their own “spin” (interpretation) on
it
Personal thoughts and reflections are always followed up by attempts to find
supporting evidence (substantiation) in the literature
The complexity of the issue is recognised. Things are not presented simplistically as
“black and white”. Instead, shades of grey are acknowledged.
The student’s “voice” is heard throughout, trying to make sense of what they have
read and comparing it with what they have experienced.