critical reading

WSI NSE 11A – WEEK 6WSI NSE 11A – WEEK 6FALL 2014FALL 2014

LEE SLINGERLEE SLINGERRYERSON UNIVERSITYRYERSON UNIVERSITY

• Evaluation and Analysis- Critique versus Criticism- What to evaluate- Evaluating Evidence

• Reflection and Connection

3 Forms of Critical Thinking about Readings

1.Summary and Description2.Evaluation and Analysis3.Reflection and Connections

What is the difference between to critique and to

criticize?

In pairs, make a list in response to the following question.

You will get a point for any response that is applicable but that others do not come up with.

You have 1 minute.

Clark, C. M., & Springer, P. J. (2007). Thoughts on incivility: Student and faculty perceptions of uncivil behavior in nursing education. Nursing Education Perspectives, 28(2), 93-97.

Available on the WSI blog:

wsiryerson.wordpress.com/nursing

1. Survey2. Ask Questions3. Note sub/headings

4. Marginal Notes5. Highlighting6. Vocabulary7. References

8. Fill in your notes

Credibility of Author

Who is the author? What is their relationship to their

subject?

Writing Tip: Consider expressing some of your evaluation/analysis as as a phrase within another sentence.

Intended Audience

To whom is the author speaking? Are you part of the intended audience? What assumptions has the author made

about her/his audience?

Value and Significance

How has the article added to our understanding of its topic?

Why is this an important article to read?

Biases and omissions

What was missing? What was needed?

Strengths and Weaknesses

Be academic and respectful. Indicate why something was a strength or

weakness. For weaknesses, indicate how the weakness

might be fixed.

Writing Tip: Try for a relatively even ratio of strengths to weaknesses. If the overall tone is positive, give, perhaps, one more strengths, or vice versa. But present both sides.

Supported by evidence

Were the author’s claims supported by evidence

Was the type of evidence useful in explaining their main points?

Archive, Proof, and Argument: From their archive, can they prove their argument?

Supported by evidence

- Is this the way you would have studied this issue? Why or why not?

- Evaluate the quantity of evidence and its source.

- Are there other sources that might give different points of view?

Guidelines for Evaluating Evidence:

1. Is the evidence representative? 2. Is the evidence relevant? 3. Is the evidence accurate? 4. Is the evidence qualified (i.e. all

vs. some; always vs. usually)?

Clark and Springer Evidence Activity:

In groups of 2 or 3, 1. Consider their argument and their

evidence. 2. Take a position as to whether their

evidence, or their use of it, was appropriate.

3. Support your position with at least 2 points and one counterpoint.

- How might this article help you as a nurse

- What did you learn that was new? - Why might this be helpful to nursing

students? Nurses in Toronto? Nurses today?

- Be specific. • If something was helpful/interesting, explain (in

detail) why that is the case.• If this is one of several tasks you are asked to

perform (say, in addition to evaluating) limit yourself.

• Try and present your thoughts logically.

- “Logic is a formal system of analysis that helps writers invent, demonstrate, and prove their arguments.”

[http://owl.english.purdue.edu/owl/resource/659/01/]

- To write logically, a writer must: • lay out each premise clearly• provide evidence for each premise• draw a clear connection to the conclusion [http://owl.english.purdue.edu/owl/resource/659/4/]

- Your priority is to include all the necessary information. A logical flow in your writing will strengthen how that information is presented.

- Group like ideas together.

- Have an explanation (in your own mind) about why one sentence comes after the next.

- Use transition words within the paragraph to demonstrate who ideas relate to each other. [But, do not overuse transition words… ]