Developing Your Academic Writing

DYAW Education
Critical analysis 1

Dr Gayle Pringle Barnes

Developing Your Academic Writing

Today’s session

• What is critical analysis – in

everyday life and our studies?
• Critical analysis in Education
o Assignments based on
literature
o Assignments based on
data
• Demonstrating analysis and
FAQs
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What is critical
analysis?
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Critical analysis in everyday life

Not just in academic

study - everyday activity

We are already good at

critical analysis!
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How do you demonstrate critical analysis…

…shopping in …or buying a

a second-hand
supermarket? (used) car?
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Critical analysis in the supermarket

Consider
different Use this
products: analysis to
• Quality decide what to
• Price buy
• Suitability
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Critical analysis when buying a used car

Consider its characteristics:

• Quality
• Price
• Suitability

Do we believe the seller?!

Use this analysis to decide what to buy

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Critical analysis in academic work

Evaluate the quality of your

evidence

Interpret the evidence – what

does it mean?

Use this analysis to reach your

conclusions
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Example 1: Winstone et al (2021)

Students’
How much personality
do students traits
use the • Conscienti
feedback ousness
they receive (being
on organised,
assignments hardworkin
? g etc)
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Whereas the relationship between conscientiousness and use of feedback has

previously been explored in occupational contexts, there is little extant empirical
evidence within the educational domain. Our data demonstrate that
conscientiousness is positively related to self-reported use of feedback, and that
this relationship is mediated by beliefs in the utility of feedback, self-efficacy,
and self-reported volition to use feedback. In occupational contexts,
conscientiousness has been associated with a desire to improve on the basis of
feedback (Bono & Colbert, 2005) and with the adoption of developmental
behaviours in response to feedback information (Smither et al., 2005). Our data
extend these findings to the educational domain, where individuals high in
conscientiousness report being motivated to use feedback, which in turn
translates into self-reported actual use. It may be that the achievement-striving
dimension of conscientiousness drives both beliefs in the utility of feedback, and
a sense of self-efficacy and motivation to make effective use of it.
(Winstone et al, 2021, pp.856-7)
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Winstone et al (2021, pp.856-7) - 1

Whereas the relationship between conscientiousness and use of

feedback has previously been explored in occupational contexts, there
is little extant empirical evidence within the educational domain.

• Topic sentence:
o Conscientiousness
o Comparison with research in occupations (work)

Critical analysis – observing a gap in the existing literature and

motivation for this research.
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Winstone et al (2021, pp.856-7) - 2

Our data demonstrate that conscientiousness is positively related

to self-reported use of feedback, and that this relationship is
mediated by beliefs in the utility of feedback, self-efficacy, and
self-reported volition to use feedback.

• Describes results – presents evidence

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Winstone et al (2021, pp.856-7) - 3

In occupational contexts, conscientiousness has been associated with

a desire to improve on the basis of feedback (Bono & Colbert, 2005)
and with the adoption of developmental behaviours in response to
feedback information (Smither et al., 2005). Our data extend these
findings to the educational domain, where individuals high in
conscientiousness report being motivated to use feedback, which in
turn translates into self-reported actual use.

• Describes evidence from previous research – presents evidence

• Critical analysis – comparison to previous research
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Winstone et al (2021, pp.856-7) - 4

It may be that the achievement-striving dimension of

conscientiousness drives both beliefs in the utility of feedback,
and a sense of self-efficacy and motivation to make effective use
of it.

• Critical analysis – possible explanations for the results

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Example 2: Nathan (2021)

Evaluates impact of one-to-

one consultations provided
to university students on
academic writing
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consultation services are found with increasing prevalence at higher

education institutions across the globe (Hyland, 2018; Raforth, 2014). […]
The increasing prevalence of these one-to-one consultation services would
indicate that such services are perceived as of value and successful.
Nevertheless, while some published one-to-one service evaluations have
provided substantially positive evaluations (e.g. Bell, 2000;
Tiruchittampalam et al., 2017), other researchers have demonstrated more
mixed evaluation results (e.g. Pfrenger et al., 2017; Pleasant et al., 2016).
The presence of such varied results is nevertheless consistent with the
complexity and challenges of educational evaluation, in particular the need
for multiple evaluation measures (Brown, 1995), with varying contexts
potentially influencing research results.
(Nathan, 2021, no pagination)
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Nathan (2021, no pagination) - 1

consultation services are found with increasing prevalence at higher

education institutions across the globe (Hyland, 2018; Raforth, 2014).

• Describes evidence
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Nathan (2021, no pagination) - 2

The increasing prevalence of these one-to-one consultation services

would indicate that such services are perceived as of value and
successful.

• Critical analysis – suggests potential interpretation of evidence

• Cautious language – ‘would indicate’
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Nathan (2021, no pagination) - 3

Nevertheless, while some published one-to-one service evaluations

have provided substantially positive evaluations (e.g. Bell, 2000;
Tiruchittampalam et al., 2017), other researchers have demonstrated
more mixed evaluation results (e.g. Pfrenger et al., 2017; Pleasant et
al., 2016).

• Describes evidence
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Nathan (2021, no pagination) - 4

Nevertheless, while some published one-to-one service evaluations

have provided substantially positive evaluations (e.g. Bell, 2000;
Tiruchittampalam et al., 2017), other researchers have demonstrated
more mixed evaluation results (e.g. Pfrenger et al., 2017; Pleasant et
al., 2016).

• Critical analysis – uses evidence to ‘test’ potential interpretation

of evidence
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Nathan (2021, no pagination) - 5

The presence of such varied results is nevertheless consistent with

the complexity and challenges of educational evaluation, in particular
the need for multiple evaluation measures (Brown, 1995), with varying
contexts potentially influencing research results.

• Describes evidence
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Nathan (2021, no pagination) - 6

The presence of such varied results is nevertheless consistent with

the complexity and challenges of educational evaluation, in particular
the need for multiple evaluation measures (Brown, 1995), with varying
contexts potentially influencing research results.

• Critical analysis – links to further literature in order to explain

conflicting results
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What’s the difference between

opinion and analysis?
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Opinion or analysis?

“Scottish weather is great!”

Opinion? “Studying in the Library is better

What’s the than studying at home”
difference
between…
Analysis? “Our data extend these findings
to the educational domain…”
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Differentiating opinion and analysis

Opinion
• Personal views and preferences
• Not necessarily based on evidence

Analysis
• Evidence based
• Aims to convince the reader
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Evidence comes first

THEN we use this

FIRST we collect and
evidence to develop our
analyse evidence
own argument

• Consider all relevant evidence – ignoring relevant evidence

weakens your argument
• Evidence doesn’t always provide an easy solution
• Acknowledge challenges or counter-arguments
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Critical analysis is not just about ‘two sides’

Many assignments are not focused on ‘for and

against’ debate

Often writers don't disagree, they just present

different views on the topic
Consider your assignment question – does it
ask you to consider a debate, or something
else?
Consider your evidence – how do points link
together beyond ‘for and against’?
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How will you demonstrate critical analysis in your

assignments this semester?
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Analysis: applying models, theories or methods e.g.

Apply established
methods to solve new
problems. Use critical
analysis to:
• apply these methods
correctly
• interpret results
Choose a theory to test
a proposition. Use
critical analysis to:
• choose the best option
• justify this to your
reader
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Analysis: evaluating evidence

Evaluate the quality of evidence:

• Author credibility - should we trust
this information?
• Up to date? Relevant?

Evaluate strengths and weaknesses:

• Are evidence and arguments
convincing?
• What does the evidence tell us?
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Analysis: considering reasons

and explanations

• What factors lead to our results?

• We can demonstrate critical
analysis in exploring and testing
evidence for possible
explanations.
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Analysis: implications

• Interpret evidence - what does it mean for our question?

• We might consider what the evidence implies - what might or
should happen e.g. if we want to address a problem or issue
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Next class

Reflective writing
• Writing assignments which reflect on your own learning and
development

• Thurs 27 Oct, 17.00-18.00 in-person

• Mon 31 Oct, 12.00-13.00 online
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References

Nathan, P. 2021. “We make the invisible visible”: Investigating

and evaluating the one-to-one consultation service at a UK
higher education institution. Journal of English for Academic
Purposes. 52, no pagination.
Winstone, N. E., Hepper, E. G. and Nash, R. A. 2021. Individual
differences in self-reported use of assessment feedback: the
mediating role of feedback beliefs. Educational
Psychology. 41(7), pp.844-862.