DCU Student Learning Critical Thinking for Undergrads.
Transcript of DCU Student Learning Critical Thinking for Undergrads.
![Page 1: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/1.jpg)
DCU Student Learning
Critical Thinking for Undergrads
![Page 2: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/2.jpg)
1. What is Being Critical?
2. Critical Thinking in Assignments
3. What’s an Argument?
4. Getting What You Need from What You Read
Learning Aims
![Page 3: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/3.jpg)
• Developing a questioning attitude towards what you read
• Looking for alternatives in what you read:
Asking why/how something happens Asking why something is important Asking …… ??
Being a Critical Student
![Page 4: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/4.jpg)
Critical Cycle
![Page 5: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/5.jpg)
- Show understanding of topic (ie) relevant reading and summarise main points, key information - Apply knowledge (ie) select only relevant information- Original ideas (ie) your analysis of topic- Valid argument (ie) your position on topic, supported by evidence; egs consider a range of views
Being Critical In Assignments
![Page 6: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/6.jpg)
• Academic essays usually require an argument
• You are being asked to present your position on the essay topic and to support your position with reasons
What’s an Argument?
![Page 7: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/7.jpg)
• Genetic Engineering really worries me. I don’t think it should be allowed
• That doesn’t convince me. I think genetic engineering is really exciting
Is It An Argument?
![Page 8: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/8.jpg)
• Genetic engineering should be curtailed because there hasn’t been sufficient research into what happens when new varieties are created without natural predators to hold them in check
Is it an argument?
![Page 9: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/9.jpg)
• Different types of reading strategies for different texts:
Novels, Magazines Website Info
• Academic Texts: Critical Reading
Purpose – a specific objective
Selective – focused on questions
Active – effective, targeted,
motivated
Reading Academic Texts
![Page 10: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/10.jpg)
• Is a technique for discovering information and ideas in a text
• Involves reading with a purpose: to fully understand the merits and limitations of what a text says and does
Critical reading…
![Page 11: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/11.jpg)
Your notes should identify
1. What is said:
what is the argument (what are you
being asked to accept as true)
2. What examples are given:
what does the text focus on, how is the
topic narrowed down
3. What kind of evidence is supplied:
what citations/authorities, samples/
cases, when/timeframe etc
Active Reading Strategies
![Page 12: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/12.jpg)
• Non-critical reading
– restates text
(ie) examines what a text says
• Descriptive reading
– examines what a text does
• Critical reading
– evaluates or interprets the text
Critical v Descriptive Reading
![Page 13: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/13.jpg)
Your doctor tells you to
eat less chocolate and drink less beer
• A restatement would repeat the statement:
The doctor said I should eat less chocolate & drink less beer.
• A description would describe the remark:
The doctor advised me to change my diet
• An evaluation/interpretation would find underlying
meaning:
The doctor warned me to reduce my calories for the
sake of my health
Evaluation attempts to find the significance of the text – (eg) that the foods mentioned are high calorie
![Page 14: DCU Student Learning Critical Thinking for Undergrads.](https://reader035.fdocuments.in/reader035/viewer/2022070413/5697bfa31a28abf838c9699c/html5/thumbnails/14.jpg)
• Next Semester:
Moving From Descriptive Writing
To Critical Writing
• Critical Reading is the first step to writing critically!
Follow-Up Workshop