CEPPaP Critical Evaluation in Essays 2024-25 PDF

CEPPAP: Applying Critical Evaluation - Essays Dr. Jane Elsley  Critical evaluation skills will be a key foundational skill for your degree (e.g., relevant to essay writing, This Lecture in report writing, reading, digesting literature and c...

CEPPAP: Applying Critical Evaluation - Essays Dr. Jane Elsley  Critical evaluation skills will be a key foundational skill for your degree (e.g., relevant to essay writing, This Lecture in report writing, reading, digesting literature and conducting research). Context Critical evaluation is a valuable employability skill - enables individuals to analyse information, assess evidence and make informed decisions. Employers value this because it demonstrates problem-solving skills, attention to detail and the capacity to think independently. A Recap of what you have With Matteo, you have covered: covered - Socratic Questioning (MMR example) already… - Angles of Critique - How do we structure our argument? A lot of the skills you’ve learned so far are relevant… - They say, I say (though in essays this will be a bit different because you want to minimise the use of first person pronouns and base your argument on evidence). Today, we will get a bit more specific to how these things can be brought together in essays Critical Evaluation as an Emerging Skill Do not panic about this. We understand that writing critically can represent a tricky step up from how you may have written essays before. This is a skill that will develop as you progress through the programme. Lecture Aims 1 2 3 4 Why How How Examples Why do I Structuring How can I be Some need to be evaluative more examples to evaluative in essays evaluative in work through my essays? my work? 1. What is Critical Evaluation? To Critically Evaluate: showing how judgments vary from different perspectives and how some judgments are stronger than others. This often means creating an objective, reasoned argument for your overall case, based on the evaluation from different perspectives.  In other words: Critical evaluation involves assessing the strengths and weaknesses of theories, concepts, or evidence, rather than simply describing them. Why does critical evaluation matter? Ensures conclusions are based on sound, verifiable evidence. Avoids accepting claims at face value, encouraging scrutiny. Strengthens your ability to argue effectively in essays and discussions. Critical writing is essential for creating new knowledge and building on previous research. High First (80+): The work demonstrates exceptional explanation and evaluation of information. A broad range of Ideas and information are thoughtfully selected to support sustained coherent arguments. The work demonstrates an early critical approach to information. Appropriate referencing is used. Outstanding range of well-developed academic problem- solving skills are demonstrated. Exceptional creative flair and originality for this level is demonstrated. Feedforward Future work could offer an even deeper and more High First (80+): The work demonstrates exceptional explanation and evaluation of information. A broad range of Ideas and information are thoughtfully selected to support sustained coherent arguments. The work demonstrates an early critical approach to information. Appropriate referencing is used. Outstanding range of well-developed academic problem- solving skills are demonstrated. Exceptional creative flair and originality for this level is demonstrated. Feedforward Future work could offer an even deeper and more  Critical Evaluation as a Transferable Skill: Employability Critical thinking is an important aspect of your studies that you will develop as you progress through your degree. However, critical thinking is also valued by employers as an ‘employability skill’ Employability skills are characterised by a set of achievements, skills and personal attributes that make graduates more likely to gain employment and be successful in their chosen occupations (e.g., Holmes, 2013). 2. How Do I Write Critically? Structuring Your Essay What is an essay, anyway? An essay is a structured piece of writing that presents a focused argument or exploration of a specific topic. In an academic context, essays are used to assess your understanding, critical thinking, and ability to communicate ideas effectively. Structural Elements of an Essay Introductory Paragraph (usually a single, standard-length paragraph): Introduces the topic. Provides background information or context. Outlines the structure or approach of the essay. Finishes with a thesis statement (this essay will argue/compare/discuss etc) Main Body Paragraphs: Each paragraph focuses on a single idea or argument. Begins with a clear topic sentence. Provides evidence (e.g., studies, examples, data). Analyses and evaluates the evidence. Links back to the thesis and contributes to the overall argument. Concluding Paragraph (usually a single, standard-length paragraph): Summarizes the key points or findings. Restates the thesis in light of the discussion. Provides final thoughts or implications. May suggest areas for further research or reflection. Does not introduce new material! Introductor y Paragraph Tips for writing an introductory paragraph 1. Provide Context Introduce the topic and its relevance. 2. Define Key Concepts Briefly define any important terms or theories. 3. State the Focus Clearly indicate the specific theory or study you’ll evaluate etc 4. Outline the Structure Give a brief overview of how the essay is organized. 5. Thesis Statement 1. End with a clear, concise thesis or main argument (this essay will argue/compare/discuss etc…). This may be merged with point 4 above. Main Body Tips for writing your main body – general guidance: This is where you develop your evaluation: 1.Organize by Key Points Break the body into clear sections or paragraphs, each addressing one key argument or aspect of the evaluation. 2. Use Evidence Provide research, studies, or examples to support each point. 3. Analyse and Critique Don't just present evidence; critically assess its strengths and weaknesses (though avoid generic critique such as ‘this study is old’ etc). 4. Make Connections Link each paragraph back to your thesis statement/main argument to show how it supports your overall argument. 5.Balance Strengths and Weaknesses Be fair by addressing both sides of the argument. Tips for writing your main body – more specific to evaluation Explanation of the Theory/Concept Introduce the theory or concept under evaluation and explain it clearly. Mention the core principles, components, or processes. Strengths and Supporting Evidence Evaluate the strengths of the theory by discussing evidence. Use empirical studies/real-world applications/theoretical advancements to substantiate your points. Link back to the essay question to show why this is significant. Limitations and Counterarguments Critically analyse the limitations or weaknesses of the theory. Discuss counterarguments or alternative perspectives. Highlight areas where the theory is incomplete, contradictory, or less supported by evidence. Concluding Paragraph Tips for writing your concluding paragraph: 1. Summarize Key Points Briefly recap the main points you’ve discussed, without repeating everything. 2. Restate the Thesis Reinforce your thesis or main argument, showing how your evaluation supports it. 3. Suggest Further Research or Implications If appropriate, suggest areas for future research or practical implications of the evaluation. This is not the place to bring in new evidence or information. 3. How Do I Write Critically Within that Framework?  Critical evaluation starts with the source material, though I won’t dwell too long on this here….. Literature Review and Evaluating Sources Conducting a Thorough Literature Review: Use Library, PsycINFO, PubMed, Google Scholar for psychology journals. Search for empirical studies, meta-analyses, and theoretical papers. Evaluating Sources (just examples) Is the research peer-reviewed? What is the sample size? (Large enough for valid results?) Does the methodology align with the research question? Has the study been replicated? Replication is key in psychology. Critical Reading as a Foundation: Strategies Questioning the Argument: What’s the author's main point? Is it supported by evidence? Identifying Biases: Consider author biases or limitations in methodology. Analyzing Strength of Evidence: Is the evidence empirical and replicated, or anecdotal? Understanding Contradictory Data: How does the author deal with conflicting research? Importance in Psychology: Critical reading helps you develop counterarguments and refine your thesis. …and then it’s about your treatment of the source material From the descriptive to the critical At some point you may receive feedback that elements of your work are “too descriptive” or that “more evaluation is needed”… Other examples: “how does this study support your argument?” “what is the implication of this for the argument you are making?” “how did they show this?” This is common at Level 4 and it’s not always easy to see when you are being too descriptive (and/or not sufficiently evaluative) Let’s have a look at some of the features of each… Descriptive Writing Critical Writing Shows what you know Questions and synthesises Summarises the research setting States implications and limitations of research findings (‘so what?’ instead of just Provides a description of what was ‘what’). done Builds an evidence-based argument Provides a general description of a It considers the quality of the evidence model or theory reported It assesses relevance and usefulness to the Descriptive writing is necessary but not debate you are engaging in. sufficient. Weaves studies into the argument you are creating. Descriptive writing doesn’t develop an argument. Instead, it sets the background in which an argument can be developed. So, you need a combination of descriptive and critical writing. Descriptive writing sets the background. Represents the situation as it stands Does not analyze or challenge Critical writing transforms the information Constructs an argument Brings together perspectives for contrast Has a ‘line’ – a thread of ideas from start to finish Essays need a good balance of both. Okay. But how do I actually DO this… Description Ask what, where, why and who questions. These establish the background and context. For example, for a journal article your questions may be: What is this about? When was it written? Who was it written by? What is the aim? These questions lead to descriptive answers. To write critically, you need to move beyond this to the analysis stage...  Okay. But how do I actually DO this… Analysis Ask how, why and what if. This allows you to examine methods and processes, and alternatives. For example, for a journal article your questions may be: How was the study done? What was found? How did they interpret it? Why are these theories relevant? What theory or method alternatives are there? Decomposing the study (or idea) in this way helps you to develop more analytical answers. Then you can move to: Evaluation  Okay. But how do I actually DO this… Evaluation Ask ‘what is the implication of this’ and ‘what comes next’ ‘or ‘how do these perspectives compare/contrast’? This helps to provide relevance, significance and implications of research. You may ask: How is this relevant to the question? How does this fit in with my argument/debate? How does this compare to other research in the area? What are my thoughts on this? What is the implication of this evidence to my thesis statement? This should help you to come to conclusions that follow logically from the study/argument. 3. Some Examples Writing critically involves being able to see things from different perspectives, to be able to bring one perspective to another (to show contrast or similarity), and asking questions from those perspectives. They say/I say… an adaptation From a previous CEPPAP lecture: Academics make two central rhetorical moves in arguments: 1) First summarise what others have said (they say) 2) Then, pose their own argument in response to what other say (I say). Arguments broadly either agree, agree with a difference, or disagree with other arguments. In essays, you can adapt this to avoid using first person pronouns (which are to be avoided in academic writing). Instead, structure your argument in terms of the theory/evidence and state how they relate  Task (Time: 5 Minutes): Write a paragraph that captures how Duncan’s perspective relates to that of Posner, but do so without personal pronouns. Here are the two perspectives: Class Task: State how 1) Duncan (1980) suggested that visual selective they relate. I attention selects objects in a visual scene. bet you can all do critical 2) Posner (1980) suggested that our visual selective attention is directed to regions of space, not specific objects. evaluation…. Everything that falls inside the attended region is processed with priority. State how they relate  State how they relate This is an example of critical evaluation at it’s most simple. It is the ability to bring one perspective to another (and show the contrast or similarity etc). Some other examples of how you might do this are: X’s methodological approach was questioned by y….. (you show the disagreement between views) X’s theory was supported by Y….. (you show how one study supports one viewpoint) X’s approach could be criticised on the basis that…..(you take a view point and show how evidence/an argument runs Example from Dickerson (2021) counter to it)  State how they relate Avoid presenting information as lists along the lines of: X found…, Y found…. This is not evaluative as you aren’t stating the implication, importance or relevance. Instead, state how they relate: X’s finding that … is further confirmed by Y’s study examining……. While X argued that we should understand….. In terms of…., Y argued that….. In this way, you can guide your reader through your argument and demonstrate your grasp of the subject. Example from Dickerson (2021) Back it up with evidence  Back it up Once you have stated how two views/perspectives relate, back this up with empirical evidence! A key study that illustrates your point, fleshed out in sufficient detail to show: -What was done -What was found -How they interpreted it And, critically, what the implication of this is for the argument you are making/question you are answering  Here, we are backing up are argument with a key study Back it up: Example In contrast to Posner’s (1980) space-based view of attention selection, Duncan (1984) suggests that visual selective attention is object-based (i.e., selects from objects present in the visual scene) and not from region of space. This was shown in a study by Duncan (1984), presenting participants with two overlapping objects: a box and a line. The box could be short or tall and have a gap on one side or the other. The line could be tilted left or right, and be dotted or dashed. Duncan (1984) found that participants were slower to report two properties across two objects than two properties from a single object, even though they were in the same region of space……  State the implication State the Implication Examples of stating the implication: -How does your chosen study support one view and not another (show contrast) -How do two studies converge to support the same point? (converging evidence) -How does this particular piece of evidence support a particular theory? -How is this evidence at odds with a particular viewpoint? -What are the limiting factors of this study that make the evidence less reliable? -WHAT IS THE IMPLICATION FOR YOUR THESIS STATEMENT? State the implication: Example In contrast to Posner’s (1980) space-based view of attention selection, Duncan (1984) suggests that visual selective attention is object-based (i.e., selects from objects present in the visual scene) and not from region of space. This was shown in a study (Duncan, 1984), presenting participants with two overlapping objects: a box and a line. The box could be short or tall and have a gap on one side or the other. The line could be tilted left or right, and be dotted or dashed. Duncan (1984) found that participants were slower to report two properties across two objects than two properties from a single object. This finding, known as the ‘two object cost’ is supportive of object-based selection and not space-based selection, as according to the space-based view, both the box and the line would be selected at the same time, by virtue of falling in the same region of space (thus there should be no performance cost when switching between them). Here is the implication for the argument at hand. When bringing perspectives/studies/theories together… 1 2 3 State how Back it up State the they implicatio relate n  Additional tips: Re- reading your work You can strengthen your critical evaluation by re-reading what you have written with the following in mind: 1) Am I bringing one perspective to another in a way that’s relevant to the question? Or am I listing? 2) Am I stating the implication of the point I have just made/the evidence I have just given? 3) Am I describing, or am I demonstrating that I’m thinking about and applying the information I have just presented? (see point 2). 4) Is the thinking academic and evidence based, or based on my own opinion? Example from Dickerson (2021) Additional learning resources For structuring essays: Please see the resources given to you in your DevClin seminars. This information is universal and applies across all essays you will need to write for your degree. I have added a couple of additional learning resources to support you in your critical evaluation to Brightspace in this week’s learning module.  Lecture Summary In this lecture we have: Discussed by critical evaluation is important in academic writing Looked at how critical evaluation ties in with the way your work is graded Shown some characteristics of descriptive and critical writing broadly (and how to overcome the pitfalls of the former). Discussed how you can go from descriptive to critical Looked at some examples of critical evaluation in academic writing References Dickerson, P. (2021). How to write brilliant psychology essays. Sage Publications. Holmes, L. (2013). Competing perspectives on graduate employability: possession, position or process? Studies in Higher Education, 38(4), 538- 554. https://doi.org/10.1080/03075079.2011.587140 Wellington J., Bathmaker A., Hunt C., McCulloch G. and Sikes P. (2005). Succeeding with your doctorate. London: Sage.