Critical Writing

& Argument
Skills
SEP Task 2

DUE: 20 March – upload on

VCLearn
PART 1
Writing Skills
START WITH THE INSTRUCTIONS
STEP 1
START WITH THE INSTRUCTIONS

STEP 1
START WITH THE
INSTRUCTIONS
Referencing Rubric
Continued…

STEP 1
 START WITH THE INSTRUCTIONS
Referencing Rubric Continued…

STEP 1
 Be sure that you understand each
Question/Instruction

ASK YOUR INSTRUCTIONAL

RUBRIC
LECTURER WORDS
When in doubt…check. Look for instructional words Check the rubric for
(verbs) to understand how to additional guidelines.
approach the question
(e.g. describe, evaluate,
critically analyse).
STEP 1
INSTRUCTIONAL
WORDS

STEP 1
 PREPARING
STEP 2
Essay (structural requirements)
1200 – 1500 words
Analysing and discussing

Analyse and Discuss Key themes or

focus areas (for
Examine and Apply each paragraph)

Gold argument thread…Used to create your thesis statement

BRAINSTORMING # 1.
Sub
idea
• The point of brainstorming is that ALL # 6. # 2.
your ideas go down on paper. Use a Sub Sub
mind-map format. idea idea
Main
• You select the good ones afterwards,
not before you write them down.
idea
# 5. # 3.
• Many people think everything they Sub Sub
write has to be good, but that's not idea idea
true at this stage. # 4.
Sub
idea
STEP 2
 # 1.
Introduction
(introduce main
ideas & order of
discussion) Argument Mind Map
# 6. # 2.
Conclusion Body
(summarize Paragraph • Take your rough ideas and
your (context,
discoveries) background) create an argument mind- map.

• Remember to stick to one main

Topic idea per body paragraph.
# 5. # 3.
Body Body
Paragraph Paragraph
(define, explain, (define, explain,
discuss, apply discuss, apply
to the poem) #4 to the poem)
Body
Paragraph
(define, explain,
discuss, apply
to the poem)
STEP 2
 WRITING YOUR ESSAY
STEP 3

INTRODUCTION BODY PARAGRAPHS CONCLUSION

Thesis statement = overall / big Topic sentence = takes one main Summarizes your arguments
main idea / golden argument idea per paragraph (also reflected in from each paragraph (it
thread (GAT) (“problem”) turned intro) and turns it into a sentence highlights what you have
into a sentence. discovered / found out).
Supporting sentences = defines
Background / context = situates the key ‘label’. Then explains it, and It is not a paraphrased
the “problem” (what exactly are discusses it, & why it is used. Then version of your introduction.
you going to be analysing?) shows how this happens in the Do not introduce any new
story. ideas, therefore no in-text
Roadmap / objectives = is very
specific – identifies areas that will Concluding sentence = briefly ties referencing in the conclusion.
be examined & how. paragraph closed & briefly ties to
GAT.
 STEP 3
ELEMENTS TO REMEMBER
REFERENCING QUOTES
Each point/idea needs to be backed up with Only use very brief quotes to back up a point
academic research. – not to make the point or argument. i.e.: put
things in your own words first, if you can’t then
This research must be acknowledged with it means you do not understand what it is. You
both in-text referencing and the bibliography get marks for giving your own argument – not
(IIE Harvard method / APA) for making the argument from quotes.

EDIT AVOID
Edit your draft – the first written Avoid: “I, me, my, we, us, our” etc. Speak in 3rd person
version of the essay does not – using formal academic language. Do not use
mean it is complete – rework it. colloquial language.
Ensure each paragraph has a
clear link to the Golden Avoid: “in this essay …”/ using the word “essay” at all.
Argument Thread. Instead Use: An analysis of … / a discussion of … / an
examination … will be conducted etc.
 ACADEMIC RESOURCES
• If you register for an account on jstor.org, each month you can read 100 free
articles online from their database of thousands of journals.

• Sometimes you can see inside some of the pages of books using Google
Books. You can use strategic search terms within the books to find relevant
information. Here is a book you might find useful for this assignment:
https://bit.ly/3BrBnCp

• Use your prescribed textbooks..

• Search Ebscohost and other journal websites that you have access to as a
VC student. If you are unsure what websites you can access or how to do it,
please speak to the Information Specialists in the library.

• Search online using Google Scholar: https://scholar.google.com/

• Speak to the helpful information specialists. STEP 3

 QR
Code
for
JSTOR
 ADDITIONAL RESOURCES
Watch the following video on
Watch the following video on Topic
How to Paraphrase in 5 Easy Steps
Analysis
from Scribbr
from Charles Sturt University Library

Struggling with paraphrasing? Learn how to

Learn how to use topic analysis to
paraphrase in 5 easy steps, with 4 helpful tips to
better understand your question and
ace your paraphrasing game!
select keywords for searching.
https://www.youtube.com/watch?v=oiM0x0ApV
https://www.youtube.com/watch?v=jFN
L8
USb5iDDI

What is Analysis?

https://www.youtube.com/watch?v=QIixYY
WMUnY
STEP 3
PART 2
Critical Thinking &
Writing Skills
BUILDING BLOCKS OF
CRITICAL WRITING
BLOOM’S TAXONOMY TRIANGLE
PRACTICE

Refer to the SEP Task being distributed.

Write a critical essay of no more than 1 page (12 size font, Arial, 1.5 line spacing –
leave MS Word page borders original) on the essay question provided.
 21

Structure: (DO NOT use headings or subheadings)

Introduction: (does not start the argument)

• Thesis statement = overall / big main idea / golden argument thread (GAT) (“problem”)
turned into a sentence.
• Background / context = situates the “problem” (what exactly are you going to be analysing?)
• Roadmap / objectives = is very specific – identifies areas that will be examined & how.

Body paragraphs: (use as a formula for every paragraph)

• Topic sentence = takes one main idea per paragraph (also reflected in intro) and turns it into
a sentence *
• Supporting sentences = defines the key ‘label’ *. Then explains it *, and discusses it *, &
why it is used *. Then shows how this happens in the story *.
• Concluding sentence = briefly ties paragraph closed & briefly ties to GAT.
* = all points / ideas MUST have correct intext referencing from academic sources
(multiple) – do this before the full stop for every single sentence.
 22

Structure: (DO NOT use headings or subheadings)

Conclusion: (does not introduce new ideas)

• Summarizes your arguments from each paragraph (it highlights what you have
discovered / found out).
• It is not a paraphrased version of your introduction.
• Because you are not introducing any new ideas there is no in-text referencing in the
conclusion.
 Layout of a paragraph (BODY):

REMEMBER: each paragraph ONLY discusses ONE MAIN IDEA. If you find that you
are diverging into another idea – start a new paragraph with that idea.

Topic Sentence
This sentence introduces the IDEA that has been identified. You need to take the few
words (or phrase) that was your initial point from the mid-map & turn it into a complete
sentence; i.e.: you are turning the point / idea into a sentence.
Supporting Sentence
This sentence expands on the topic sentence. Follow this layout so that the way you
describe / explain is logical. Name / Identify – define – explain – discuss – evidence /
facts (research) PLUS referencing. There will be multiple supporting sentences.
Concluding Sentence
This sentence BRIEFLY wraps up what the paragraph was about.
 Elements to remember 24

Apart from the conclusion – all sentences must have intext referencing before the full-
stop. A conclusion does not have any ‘new’ ideas / information.

Only use very brief quotes to back up a point – not to make the point or argument. i.e.: put
things in your own words first, if you can’t then it means you do not understand what
it is. You get marks for giving your own argument – not for making the argument from
quotes.

In-text reference example:

Formula – (Surname year: page number)
The metaphor of an acrobat allows the poet to illustrate his constant state of uncertainty
when he performs (Smith 2018: 23).

Your focal point for every single paragraph needs to be on developing an academic
argument based on the THEORY. Only then do you connect how the theory elements show
in the poem / play / film / novel.

Do not explain what each line means / or the ‘story’ of the novel / poem by simply
paraphrasing – this is not analysing.
 Elements to remember 25

• Plan your essay in detail – simply creating a basic mind-map will not help. You need to
have a very structured, logical development of your argument. This is achieved through
planning.
• Do not use: I, me, my, we, us, our etc. Speak in 3rd person – using formal academic
language. Do not use colloquial language.
• Avoid: in this essay ….. / using the word “essay” at all
• Use: An analysis of …. / a discussion of …. / an examination …. will be conducted etc.
• Each paragraph needs to have a clear link to the Golden Argument Thread.
• Vary your sentence length, don’t use run-on sentences. Try using shorter sentences.
These will help you be clear with what you are wanting to say, and will help solve some
grammar issues.
• Edit your draft – the first written version of the essay does not mean it is complete –
rework it.
• The more research you do – the better your argument will be. Avoid: newspaper sites,
blogs, prezi, Wikipedia, YouTube, study notes / gradesaver etc. Use journal articles
(https://scholar.google.com/)
 26

Referencing

✘ Each point/idea needs to

be backed up with
academic research.
✘ This research must be
acknowledged with both
in-text referencing and the
bibliography (IIE Harvard
method)
 Referencing – refer to the IIE Harvard Guide
Journal article.
Reference list Formula:
Surname, Initial. Year in brackets. Title of article. Name of Journal in italics. Volume & issue
number in round brackets no space. Colon. Page numbers of the article. Note: The title of the
publication (journal) must appear in italics, and not the title of the article. Include the online details

Barker, R. 2009. A qualitative thematic analysis of Facebook profiles. Journal of Qualitative

Research, 42(1): 7–14. [Online]. Available at: http://pps.sagepub.com/content/7/3/203.short
[Accessed 22 July 2021].

Intext Formula: Remember to organise

Surname year: page number. In brackets. your sources
alphabetically in the
(Barker 2009: 10). Reference List
According to Barker (2009: 10) ….
REFERENCING
& PLAGIARISM
Download &
save this – it’ll
guide you on
how to correctly
reference
Brain Storm
&
Research
BIBLIOGRAPHY
Canvas. 2011. Analysing and Evaluating Arguments in the
Literature. [Online] Available at:
https://canvas.hull.ac.uk/courses/611/pages/analysing-and-
evaluating-arguments-in-the-
literature?module_item_id=7248. [Accessed on 25 February
2019].

Lau, J. and Chan, J. 2019. What is critical thinking?

[Online] Available at:
https://philosophy.hku.hk/think/critical/ct.php. [Accessed on
25 February 2019].

Snap Language. 2016. Analyzing the argument - Part

1 of 2. [YouTube] Available on:
https://www.youtube.com/watch?v=pP8dWURrEF0.
[Accessed on 25 February 2019].