• Provides only “agree or disagree”

answers (mostly categorical, nothing in

WEEK 7: THE NATURE OF CRITICAL WRITING between).

• Does not allow for an understanding of

complex arguments.
- Reading and writing are the two of the macro
skills essential for learning. • Prevents the reader from a true
rhetorical engagement with the text.
- When reading critically and actively, it is
important not only to take in the words RESPONDING TO A TEXT
on the page, but also to interpret and
to reflect upon what is read through This requires a careful study of the ideas
writing and discussing it with others presented and arguments advanced in it. It
is analytical and evaluative.
REACTING TO A TEXT
• Critical readers who possess this skill
- Reacting to a text is often done on an are not willing to simply reject or accept
emotional and largely subjective level, rather the arguments presented in the text
than on an intellectual and objective one. It is after the first reading right away. They
quick but shallow. are open-minded and willing to learn
despite differences in beliefs and
• If we base only on emotions and on our
principles.
pre-set opinions about an argument, we
tend to react to it through dismissing it • Responding to a text is much more
off-hand. This way of reacting does not productive and progressive.
take the reader any closer to
understanding the text. A wall of RESPONDING TO A TEXT: NUANCED READING
disagreement that existed between the
• Allows for a deep and detailed
reader and the text before the reading
understanding of complex texts.
continues to exist after the reading.
• Takes into account “gray areas” of
• Learning is limited and the reader may
complex arguments.
not be able to get any useful insight
from the author because of reluctance • Establishes rhetorical engagement
and doubt arising from questions on the between the reader and the text.
author’s credibility.
REACTING TO TEXT
REACTING TO A TEXT: THE BINARY READING Works on an emotion Works on an
level rather than an intellectual and
• Sometimes compared to “polarized” intellectual level emotional level by
reading (“false dichotomies,” only two asking the readers to
contrasting ideas). use all three rhetorical
appeals in reading and
writing about the text
Prevents readers from Allow for careful study WEEK 8: CRITICAL WRITING IN THE ACADEME
studying purposes, of the text’s rhetorical
intended audience and aspects DEFINING CRITICAL ACADEMIC WRITING
context of the text
they are working with. • Critical Writing is writing which analyses
and evaluates information, usually from
Fails to establish Establish dialogue multiple sources, in order to develop an
dialog between the among the readers argument.
reader and the text by text, and other readers
locking the readers in by allowing all sides to • A mistake many beginning writers make
his or her preexisting consider existing
is to assume that everything they read
opinion about the position and option
is true and that they should agree with
argument
it, since it has been published in an
academic text or journal.
• Critical Writing is no longer about
observation and imagination. It now Academic writing is far from a one-size-fits-all
strongly calls for observation and logic genre.
to raise solid arguments, supported by
evidences that can be carefully
elaborated.

“Critical writing is an involvement in an

academic debate. It requires a refusal to accept
the conclusions of other writers without
evaluating the arguments and evidence they
provide.”

- A short guide to critical writing for

Postgraduate Taught students
(published by University of Birmingham,
2015)

“The aim of academic writing is not to present

‘the right answer,’ but to discuss the
controversies in an intelligent way.”

- (as defined by a publication of Lancaster

University)
DEFINING CRITICAL ACADEMIC WRITING

Tips to help you reflect critical thinking in critical • Do not be afraid to make intelligent
academic writing. suggestions, educational guesses or
hypotheses.
• Be sure to answer the right and relevant
questions. • You are supposed to make judgments
based on evidence, so your conclusions
• Give enough contexts so that the reader
must be meaningful and completely
can follow your ideas and understand objective.
your principles.
• Note that conclusions are usually plural.
• Include references to the material you A single conclusion—rare but possible—
have read. is usually straightforward and is worth
• Try to group different studies discussing.
thematically or categorically and make • Do not ignore arguments just because
links between ones that are related. you disagree with them.
• Explain source material to your readers • Avoid praising authors just because they
to show why it is valuable and relevant. are famous in the field. Praise them for
• Justify your judgments. Say why you the substance of their work assessed
think an idea is relevant, valid or with objectivity, not with subjectivity.
interesting. • Check that your argument flows
• Discuss the ideas that come from these logically.
source texts in your writing. CONSTRUCTING A GOOD ACADEMIC
• Acknowledge the drawbacks or ARGUMENT
limitations of ideas, even the ones you
• Constructing a good academic
disagree with. argument makes an evidence-based
• Avoid absolute statements. Use hedging claim designed to advance a specific
language to make your statements field of study. It also demonstrates an
more convincing. understanding of the foundational
research for the claim and the
implications of the results on the field.

• Points of view can strengthen your

argument, either by providing evidence
to support your argument or by
providing “food for thought” when
constructing your argument to
effectively debate counterclaims.
 How will you strengthen these into - Resources on argumentation in
academic arguments? Or, debunk these academic writing (last modified 2021)
statements with counter-arguments?
Six elements of a well-reasoned argument:
• “Education should be free for claim, reason, qualifier, warrant, backing, and
everyone.” conditions of rebuttal.

• “Internet access must be limited to - Building Good Arguments (last modified

students.” 2021)

• “Young people must have a right to CRITICALLY EVALUATING SOURCE MATERIAL

choose when it comes to military.”
Critical evaluation of source materials allows to
• “Each student must have a right to pick evaluate the strength of the argument being
only those disciplines he is interested made by the work.
in.”
“Critical reading means that a reader applies
• “Education is too commercialized certain processes, models, questions, and
nowadays.” theories that result in enhanced clarity and
comprehension.”
• “Current academic grading is still
helpful in assessing students’ - (as defined by the publication of
performance. Cleveland State University Writing
Center)
The purpose of argument writing is to present a
position and to have an audience adopt or at “To read critically is to make judgments about
least seriously consider your argument.” how a text is argued. This is a highly reflective
skill requiring you to ‘stand back’ and gain some
“Good argument writing is critical, assertion- distance from the text you are reading.”
with proof-writing. It should reflect a serious
attempt on the writer’s part to have considered - Critical Reading Towards Critical Writing
the issue from all angles.” (published by University of Toronto)

- “Writing an Argument”(resource by - Aspects to consider when critically

Belmont University) evaluating a source:

As published by Simon Fraser University, British - “In addition to what a text says, the
Columbia, Canada: reader needs to consider how it says
it, who is saying it, when it was said,
“Argumentation is less about trying to change where it was said (i.e. published), and
‘what readers believe, think, or do,’ and more why it was said (i.e. the writer’s
about convincing ‘yourself or others that purpose).”
specific facts are reliable or that certain views
should be considered or at least tolerated.’” - Critical Reading by Sheldon Smith (last
modified 2021
Importance of critically evaluating source Most criticisms (even unlikely) are well-
materials: intentioned efforts to help someone improve.

“When you understand how what you read is Turnitin offers seven ways to improve writing by
written, you can work to incorporate those receiving feedback:
techniques into your own writing.”
● Feedback Connects to Your Goals - gives
- (as defined by University of Minnesota you a clearer picture of where you are
Center for Writing) in your timeline of progress.

“You are not simply absorbing the information; ● Feedback Can Be More Important Than
instead, you are interpreting, categorizing, Your Score - Read all the comments and
questioning, and weighing the value of that use them to revise your work.
information [in support of critical reading
● Feedback Helps You Ask the Right
processes].”
Questions - Ask assertively for more
- (as defined by Walden University clarification and advice.
Academic Skills Center)
● Feedback Lets You Determine What Is
Importance of critically evaluating source Most Important
materials:
● Feedback Aids in Revision and Practice -
“When you understand how what you read is using the feedback to reflect on the
written, you can work to incorporate those mistakes that you have committed in
techniques into your own writing.” the past.

- (as defined by University of Minnesota ● Feedback Helps You Take Ownership of

Center for Writing) Your Writing - finding your voice, style
and principles.
“You are not simply absorbing the information;
instead, you are interpreting, categorizing, ● Feedback Gets You on the Same Page as
questioning, and weighing the value of that Your Teacher
information [in support of critical reading
processes].”

- (as defined by Walden University

Academic Skills Center)

RECEIVING CRITISM

Critically evaluating the work of others is much

easier than receiving critical feedback on your
own writing efforts. Facing criticism must have
with an open mind and a willingness to learn.