research grid
What is critical thinking? Critical thinking is one of the most important skills learnt at university. It is a set of tools used to consider the ideas presented by other people, and to present your own ideas in a clear and judicious way. Central to critical thinking is the ability to think 'outside' a piece of writing: not only understanding the writer's message, but deciding · whether the message is valid or not · whether the evidence and discussion given supports the message · how the message fits into the broader context Cottrell (2005, p. 2) describes critical thinking as the ability to "read between the lines," both when reading the work of others and when writing your own. This includes, but is not limited to, finding potential flaws in an argument. Critical thinking is used to construct an argument (a particular stand on a question or issue that you can use to build a well-reasoned and well-supported discussion). What is critical reading? Critical reading is the process of reading that goes beyond just understanding a text. Critical reading involves: · carefully considering and evaluating the reading · identifying the reading's strengths and implications · identifying the reading's weaknesses and flaws · looking at the 'big picture' and deciding how the reading fits into the greater academic context (the understandings presented in other books and articles on this topic) In brief, you are actively responding to the reading. Critical reading often involves asking questions about the reading. In particular, you are examining the strengths and weaknesses of the reading's argument. To do this, you need to consider · the reading's background · its purpose and overall conclusion (claim) · the evidence used in the reading · the logical connections between the claim and the evidence · the reading's balance · its limitations · how it relates to other sources and research · if the reading is based on research, how this research was conducted Each of these affects how 'strong' the argument is, that is, how convincing it is. Background Before you consider a reading, you should build up a background picture. Who is the author? What type of source is this? Who is the audience? When was it written? Purpose Getting the 'big picture' of the reading is essential so that you can see how all the pieces fit together. What is the main claim of the reading? What are the implications of the claim? How is the reading structured? Evidence It is essential to consider the quality of the evidence in the reading, as this directly relates to the usefulness of the reading. Is the evidence fact, research, opinion, or personal experience? Is the evidence accurate? Is the evidence relevant to your topic? Is the theory appropriate for this topic? Methodology If the reading is based on any kind of research (e.g. a survey, an experiment, a case study) it is important to consider how the research was conducted, as this can affect the validity of the findings reported. Is the research qualitative or quantitative? What was the range / sample size of the research? Is the research falsifiable? Is the research repeatable? Are there better methods? Logic When reading critically it is important to examine the chain of reasoning used by the author, as any gaps or problems can undermine the validity of the conclusion. Are key terms defined? Does the logic flow? Are there any flaws in the reasoning? Balance In order to read critically you have to consider whether the argument is appropriately balanced, looking at the issue or problem from relevant perspectives. Do you have questions that are not answered in the reading? Is the reading biased? What other perspectives are there on this issue? Did the reading present a counter-argument? Limitations What does the argument assume? What are the limitations of the theory? Other sources No reading exists in isolation. You must consider how the reading fits into the 'bigger picture' of the larger academic context. How does this reading relate to other readings? Are there competing theories with better explanations for the evidence? Is there more up-to-date research that could disagree with the findings, or improve upon them? References and further reading Allen, M. (2004). Smart thinking: Skills for critical understanding and writing. (2nd ed.). Melbourne, Australia: Oxford University Press. Cottrell, S. (2011). Critical thinking skills: Developing effective analysis and argument (2nd ed.). Basingstoke, England: Palgrave MacMillan. Flage, D. (2003). The art of questioning: An introduction to critical thinking. Upper Saddle River, NJ : Pearson Education. Groarke, L. A. & Tindale, C. W. (2004). Good reasoning matters! A constructive approach to critical thinking (3rd ed.). Don Mills, Canada: Oxford University Press. Metcalfe, M. (2006). Reading critically at university. London, England: Sage. Turner, J. (2002). How to study: A short introduction. London, England: Sage. The above information, and more help with academic writing can be found on http://owll.massey.ac.nz/study-skills.php What is critical thinking? Critical thinking is one of the most important skills learnt at university. It is a set of tools used to consider the ideas presented by other people, and to present your own ideas in a clear and judicious way. Central to critical thinking is the ability to think 'outside' a piece of writing: not only understanding the writer's message, but deciding • whether the message is valid or not • whether the evidence and discussion given supports the message • how the message fits into the broader context Cottrell (2005, p. 2) describes critical thinking as the ability to "read between the lines," both when reading the work of others and when writing your own. This includes, but is not limited to, finding potential flaws in an argument. Critical thinking is used to construct an argument (a particular stand on a question or issue that you can use to build a well-reasoned and well-supported discussion). What is critical reading? Critical reading is the process of reading that goes beyond just understanding a text. Critical reading involves: • carefully considering and evaluating the reading • identifying the reading's strengths and implications • identifying the reading's weaknesses and flaws • looking at the 'big picture' and deciding how the reading fits into the greater academic context (the understandings presented in other books and articles on this topic) In brief, you are actively responding to the reading. Critical reading often involves asking questions about the reading. In particular, you are examining the strengths and weaknesses of the reading's argument. To do this, you need to consider • the reading's background • its purpose and overall conclusion (claim) • the evidence used in the reading • the logical connections between the claim and the evidence • the reading's balance • its limitations • how it relates to other sources and research • if the reading is based on research, how this research was conducted Each of these affects how 'strong' the argument is, that is, how convincing it is. Background Before you consider a reading, you should build up a background picture. Who is the author? What type of source is this? Who is the audience? When was it written? Purpose Getting the 'big picture' of the reading is essential so that you can see how all the pieces fit together. What is the main claim of the reading? What are the implications of the claim? How is the reading structured? Evidence It is essential to consider the quality of the evidence in the reading, as this directly relates to the usefulness of the reading. Is the evidence fact, research, opinion, or personal experience? Is the evidence accurate? Fashion Design Theory I - FASD503 – 2019 Assignment 1: Research Review Grid Individual Assessment (40% of final paper grade) Student name: Lecturers: Sharon Evans-Mikellis, Rose Turbott Final Grade: In Project 1 you are assessed on your: 1. Research and Context: Evidence/quality of understanding of key theoretical concepts. 2. Critical Reflection: Evidence of critical reading. 3. Communication and referencing: Quality of writing and appropriate referencing. 4. Presentation: Document presented in a coherent manner, with a logical and organised format. Achieved with Distinction Achieved with Merit Achieved Not Achieved 1. Research and Context Strong evidence of a variety of independently sourced secondary research. Good evidence of a variety of independently sourced secondary research. Begins to source own secondary research material. Little or no attempt to source own secondary research material. Excellent identification of relevant design contexts, principles and theories. Good identification of relevant design contexts, principles and theories. Limited identification of relevant design contexts, principles and theories. Little or no identification of relevant design contexts, principles and theories. 2. Critical Reflection Excellent linking of key constructs and theory to own chosen topic. Good linking of key constructs and theory to own chosen topic. Limited linking of key constructs and theory to own chosen topic. Little or no attempt to link key constructs and theory to own chosen topic. 3. Communication and Referencing Ideas are expressed and communicated clearly and concisely. Ideas are expressed and communicated with only a few inconsistencies. Ideas are expressed and communicated but may not be clear and to the point. Ideas are confused or difficult to understand. Reference material appropriately referenced in APA style. Most sources are appropriately referenced in APA style. Some attempt made to reference material in APA style. Material not referenced in APA style. 4. Presentation Excellent formatting, with a clear, logical and organised layout. Good formatting, with an organised layout. Some consideration given to visual formatting. Presentation is confusing and layout is disorganized. Comments FASHION DESIGNFASHION DESIGN BACHELOR of DESIGNBACHELOR of DESIGN Fashion Design Theory I - FASD503 – 2019 Assignment 1: Research Review Grid Individual Assessment (40% of final paper grade) Student name: Lecturers: Sharon Evans-Mikellis, Rose Turbott Final Grade: In Project 1 you are assessed on your: 1. Research and Context: Evidence/quality of understanding of key theoretical concepts. 2. Critical Reflection: Evidence of critical reading. 3. Communication and referencing: Quality of writing and appropriate referencing. 4. Presentation: Document presented in a coherent manner, with a logical and organised format. Achieved with Distinction Achieved with Merit Achieved Not Achieved 1. Research and Context Strong evidence of a variety of independently sourced secondary research. Good evidence of a variety of independently sourced secondary research. Begins to source own secondary research material. Little or no attempt to source own secondary research material.