Workshop 2: Teaching Critical Reading and Writing Skills
Workshop 2: Teaching Critical Reading and Writing Skills
Workshop 2: Teaching Critical Reading and Writing Skills
Aims of Workshop 2
1. Share evidence of students learning experience, implications for research methods course design and teaching 2. Review teaching to evaluate and develop arguments 3. Explore structured approach to teaching critical reading and writing skills 4. Support planning and introduce preparation for Workshop 3
Todays Sessions
1a. Learning through research methods courses (aim 1) 1b. Teaching evaluation and development of arguments (aim 2) 2. Structured approach to teaching critical reading and writing skills (aim 3) 3. Engagement with literature, reviews, integration in dissertation/thesis (aim 3) 4. Practical implications, planning, preparation (aim 4)
Stages in learning
Existing performance of management research tasks
Challenge to existing performance Increased awareness, and justification for development Rationale for development Practical ideas on how to develop Practice in developing performance Improved performance of management research tasks Practical information Skills Critical understanding
report on what you have learned with implications for improving provision 2. Identify one overall implication for improving research methods training
Components of an Argument
the conclusion rests on claims to knowledge, assertions that something is, or should be, true claims to knowledge are backed by evidence, the warrant for the conclusion evidence varies, e.g. from literature / own work: - research findings - professional experience - a definition of a theoretical idea
Complete the exercise on page 3 of the handout (book p 12-13) How may learning from the parallel between critical reading and selfcritical writing be promoted?
critical reading for self-critical writing critical choice of texts to read developing an argument Critical Synopsis Questions * Critical Synopsis of a text *
Critical Summary (one text) * Comparative Critical Summary (several texts) * * worked example
Critical Review (one text) * Comparative Critical Review (several texts) * * worked example
* worked example
Critical Reading (Ch 3): Five Critical Synopsis Questions (p31-4) A Why am I reading this? B What are the authors trying to do in writing this? C What are the authors saying thats relevant to what I want to find out? D How convincing is what the authors are saying? E In conclusion, what use can I make of this?
(Preparatory task to choose a front-line refereed journal article or a chapter reporting on some aspect of management research, read and bring it)
Complete the Critical Synopsis form on page 4 of the handout for the research report article or chapter you brought (book p35) What are the implications for teaching students to use it (until asking the questions becomes a habit)?
Title Introducing the text, informed by answer to Critical Synopsis Question: A Why am I reading this? Reporting the content, informed by answer to Critical Synopsis Questions: B What are the authors trying to do in writing this? and C What are the authors saying thats relevant to what I want to find out? Evaluating the content, informed by answer to Critical Synopsis Question: D How convincing is what the authors are saying? Drawing your conclusion, informed by answer to Critical Synopsis Question: E In conclusion, what use can I make of this?
Title Introducing the text, informed by answers to Critical Synopsis Question A for all texts Reporting the content, informed by answers to Critical Synopsis Questions B and C for all texts Evaluating the content, informed by answers to Critical Synopsis Question D for all texts Drawing your conclusion, informed by answers to Critical Synopsis Question E
Key Ideas in Part 2: Mental Map for Navigating the Literature (Ch 6-7)
One Two Three Four Five set of tools for thinking dimensions of variation amongst knowledge claims kinds of knowledge types of literature intellectual projects
One set of Tools for Thinking: the Key to the Mental Map
Concepts Perspectives Metaphors Theories Models Assumptions Ideologies
Low vulnerability weak claim, minimal generalization Moderate vulnerability weak claim, extensive generalization
Degree of generalization
Moderate vulnerability strong claim, minimal generalization High vulnerability strong claim, extensive generalization
High
Research knowledge
developed through systematic investigation
Practice knowledge
developed through taking action
Evaluate through Critical evaluation theory and research Action Inform policy-makers through research and evaluation Improve practice through training and consultancy Improve own practice through evaluation and action
Critical
Positive towards How effective are policy and actions to improve improving practice practice? Positive towards How may this policy and programme improving practice improve practice? Critical of practice, How effective is positive about my practice? How improving may I improve?
D 5. 6. 7. 8. 9. E 10.
How convincing is what the authors are saying? How far is there backing for claims? How adequate is any conceptual or theoretical orientation to back claims? How far does any value stance adopted affect claims? How far are claims supported or challenged by others' work? How far are claims consistent with my experience? In conclusion, what use can I make of this? What is my overall evaluation of this literature in the light of my review question?
(Preparatory task to choose a front-line refereed journal article or a chapter reporting on some aspect of management research, read and bring it)
Complete the Critical Analysis form for the research report article or chapter you brought (book Appendix 3) What are the implications for teaching students to use it (until asking the questions becomes a habit)?
Title - keywords Introduction state purpose (review questions critical analysis Q1) Summary of research design purposes (Q2, 3), relevance to review questions (Q1), procedure Main findings and claims up to 5 claims relating to review question (Q4), range of contexts to which applied Evaluation of claims for context from which derived, applicability to other contexts (Q5-9) Conclusion overall evaluation, summary answer to review question (Q10) References
Key Ideas in Part 3: Literature Review Structure Based on Critical Analyses and Critical Synopses (p134-5)
Introduction purpose, justification, scope, limitations, signposting Based on answers to Critical Analysis Questions for central texts Based on answers to Critical Synopsis Questions for more peripheral texts Sections building up the warrant of your argument
Introduction to texts being reviewed Authors main claims relevant to review question Evaluation of authors main claims Final section setting out conclusion of argument Summary of evaluation answering review question References
2, 3 4 5-9 10
B C D E
2, 3 4 5-9 10
B C D E
review question Based on answers to Critical Analysis Questions for central texts Based on answers to Critical Synopsis Questions for more peripheral texts
Section addressing
third review question Based on answers to Critical Synopsis Questions for more peripheral texts
Subsections leading to conclusion Based on answers of argument answering third to Critical Analysis review question Questions for
central texts
Aims substantive (to study topic in specific context) theoretical (conceptual tools to study topic) methodological (approach and methods to study topic)
Instrument items answer research questions (substantive topic in specific context) employing concepts of theoretical framework
implications of answers to research questions for literature reviewed (substantive topic) impact of theoretical framework and data collection methods on the findings
Electronic Resources
Three blank forms (which can be used as masters) can be downloaded from the website: www.sagepub.co.uk/wallace Critical Synopsis form Critical Analysis form Logic Checksheet form