AW Guide Critical Analysis Explained

Academic Writing Guide: Critical Analysis Explained
Critical Analysis Explained
This brief document seeks to explain the difference between

critical analysis and description. It is a generic, non-subject specific
series of explanations; readers should bear in mind that there are subtle
differences in each subject discipline: a nurse writes very differently to a
historian etc. Your tutor is the subject specific expert in academic writing
to whom ultimately you should defer. However, this document seeks to
explain in simple terms:
The difference in writing for school and university.
When a Tutor says you are being too descriptive what do
they mean.
What Critical analysis actually is.
When the term argument is used what does this mean.
It is also important to consider some basic technical issues of writing that

assist in the communicating of your critical analysis.
What should be contained in simple generic terms within an
introduction or conclusion.
What is meant by structure, paragraphing and linking

sentences or signposting.
Descriptive Writing
One of the fundamental differences between universities and
schools is that schools focus, generally speaking, on what is known and
agreed on. Universities may use what is known and agreed on as their
starting point, however, they are principally concerned with what is not
known and not agreed on. What is known and agreed on can be thought
of as description: 5 x 5 = 25 and the Battle of Hastings was in 1066 are
both descriptions in the sense that they restate facts. If your academic
writing spends too long reciting facts, figures and statements of what is
non-contentious your tutor may criticise your work as being too
descriptive. Likewise, if they say your work is not critical or analytical
enough this broadly means the same thing.
Critical and Analytical Writing

In contrast to the descriptive writing style used in school based
study university study demands Critical or Analytical writing;
sometimes just referred to as critical analysis. University study is
principally concerned with what is not known and not agreed on: i.e.
why something happened, why is it important, what should now be done
2
and why should it be done. That an event happened, such as a patient

has developed diabetes, or a pupil has poor results is not at issue; the
discussion is about how you interpret this. This means that an essay
requires a strong argument running throughout for one interpretation as
against other possible interpretations. It should have a principal
argument, clearly set out in your introduction, which runs throughout
your essay. This is what you are arguing for; you will have subsidiary
arguments that support this argument or criticise counter arguments.
The term counter argument means any reasonable, evidence based
argument that could be used to criticise or refute your principal
argument. However, there is a danger in abstracting critical analysis
from real life we in fact do think critically and analytically all the time.
Consider the below as an example of everyday critical analysis

and then consider how this relates to academic writing. Two friends are
sitting in a Pub arguing about a football match: whether a tackle and
subsequent goal was fairly refereed. Peter puts forward an argument
that it was not (think of this as the principal argument), however his
friend Tom disagrees and gives numerous reasons why this is so (think
of this as the counter arguments). Then Peter acknowledges each of
Toms counter arguments in turn and points out why Tom is incorrect
and why his original argument was correct. Notice that in this scenario
3
you would not expect either of them to describe what football is, they
both agree on that. It is the specific case that they do not agree on and
hence are arguing about. This is a form of everyday critical analysis:
now however, consider how one might view writing a critical analysis.
To write academic critical analysis first you must be clear what

your principal argument is and why it is significant. (The equivalent from
the above scenario would be Peter arguing that the referee made a
mistake and his football team lost the match and the League because of
it.) You also need to reference where you read or acquired your
information. Then you need to think of reasonable and evidenced
arguments (Toms counter arguments). Then you need to think about
how you will argue against each of these counter arguments in turn to
demonstrate that your principal argument is convincing. In the course of
writing your essay you may find that actually your starting position was
wrong and you have been convinced by a counter argument. This is
perfectly acceptable however, you just need to redraft and rework your
essay so the new principal argument is evident from the beginning and
follows and similar process to the above. Clarity within introductions and
conclusions is also important and may need several drafts to get right.
Introductions and Conclusions

It is often useful to draft your introduction first and then rework it
several times during the writing of the essay. There is often confusion
about what introductions and conclusion should contain. Therefore it is
important to consider the structure of a good introduction; which to a
certain extent should contain three things a What, Why and How.
What: i.e. what is your focus (This essay will focus on.) and
what is your principal argument (It will argue that.).
Why: i.e. the significance and importance of the thing that you are
discussing e.g. why is it important for patient care or methods of
teaching.
How: what is the structure in brief; e.g. First the essay will
discuss.then it will examine.etc.
Conclusions should to a certain extent replicate the introductions
What and Why, rewritten into the past tense: in other words This
essay has argued that. etc. It should not contain any new
information and just restate the principal argument and its
significance.
Structure, Paragraphing and Signposting

Each paragraph should forward your principal argument in some
way or refute a possible counter argument. It should not be two lines
nor should it be a whole page. It should have a sentence at the
beginning that gives an indication to the reader what the paragraph will
do: i.e. It is important to consider the relationship between poverty and
poor diet if that is what your paragraph does. Your last sentence of
your paragraph should make a link between that paragraph and the
next. These are called signposts or linking sentences: sometimes your
tutor may criticise a lack of signposting or that you do not have linking
sentences: this is often what they are referring to.

AW Guide Critical Analysis Explained

Uploaded by

Copyright:

Available Formats

AW Guide Critical Analysis Explained

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AW Guide Critical Analysis Explained

Uploaded by

Copyright:

Available Formats

Academic Writing Guide: Critical Analysis Explained

Critical Analysis Explained

This brief document seeks to explain the difference between

It is also important to consider some basic technical issues of writing that

Academic Writing Guide: Critical Analysis Explained

What is meant by structure, paragraphing and linking

Critical and Analytical Writing

Academic Writing Guide: Critical Analysis Explained

and why should it be done. That an event happened, such as a patient

Consider the below as an example of everyday critical analysis

Academic Writing Guide: Critical Analysis Explained

To write academic critical analysis first you must be clear what

Academic Writing Guide: Critical Analysis Explained

Introductions and Conclusions

Academic Writing Guide: Critical Analysis Explained

Structure, Paragraphing and Signposting

You might also like