Critical Reading forSelf-Critical Writing:

introduction to a structured approach for reviewing literature

Mike Wallace and Alison Wray

Aims

1. to introduce a structured approach for reviewing literature based on analysing texts at two levels of depth

2. to highlight the parallel between constructively critical reading of others’ writing in the literature and self-critical writing as creators of academic literature for other critical readers

3. to support participants in developing their ability to engage critically with the literature

Programme

1. linking constructively critical reading with self-critical academic writing

2. engaging critically with ‘front-line’ texts – a critical synopsis

3. using a mental map and structuring an in-depth critical analysis of a text

4. trying out the critical analysis of a text reporting research

5. building up a comparative critical review and developing an argument

Three-Part Book Structure (p viii-x)

1. Getting started on critical reading and self-critical writing, summary analysis of texts (Ch 1-5)

2. Developing a mental map for navigating the literature, analysing texts in depth, writing critical reviews of them (Ch 6-10)

3. Structuring critical reviews of the literature, incorporating them into a dissertation, taking forward critical reading and self-critical writing skills in an academic career (Ch 11-14)

1. Linking constructively critical reading with self-critical academic writing

The Logic of Enquiry(p vii-viii)

Two-way critical academic discourse:• as a reader, one evaluates others’

attempts to communicate and convince through developing their argument

• as a researcher and writer, one develops one’s own argument that will communicate with and convince the projected audience

(Everyone is both a reader and a writer)

Components of an Argument

• the conclusion rests on claims to knowledge, assertions that something is, or should be, true

• warranting provides backing for these claims by drawing on evidence,

• evidence varies, e.g. from literature / own work:- research findings- professional experience- a definition of a theoretical idea

Being Constructively Critical

• adopting an attitude of scepticism towards knowledge and its production

• scrutinising arguments to see how far claims are warranted, and so convincing

• being open-minded, willing to be convinced if scrutiny removes doubts

• being constructive by attempting to achieve a worthwhile goal in developing one’s own argument

Complete the exercise on page B of the handout (Ch 1 p12-13)

2. Engaging critically with ‘front-line’ texts – a critical synopsis

Support and ‘Front-Line’ Literature(Ch 2 p17-21)

• Support texts, eg textbooks, readers, handbooks, encyclopaedias

- good for an overview, but light on evidence supporting claims

• ‘Front-line’ texts, eg accounts of theory, research reports, accounts of practice, policy statements

- direct reporting of theory, research, practice, and statements of policy

- most appropriate for advanced students, and for the approach to be introduced

Critical Reading (Ch 3): Five Critical Synopsis Questions (p31-4)

A Why am I reading this?

B What are the authors trying to do in writing this?

C What are the authors saying that’s relevant to what I want to find out?

D How convincing is what the authors are saying?

E In conclusion, what use can I make of this?

Complete the Critical Synopsis form on page C of the handout for the research report article or chapter you brought (Ch 3 p35)

Self-Critical Writing (Ch 4): Structure for a Critical Summary (p44)

• Title• Introducing the text, informed by the answer to Critical

Synopsis Question:A Why am I reading this?

• Reporting the content, informed by the answers to Critical Synopsis Questions:B What are the authors trying to do in writing this? andC What are the authors saying that’s relevant to what I want to find out?

• Evaluating the content, informed by the answer to Critical Synopsis Question:D How convincing is what the authors are saying?

• Drawing your conclusion, informed by the answer to Critical Synopsis Question:E In conclusion, what use can I make of this?

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Comparative Critical Summary (Ch 5): Structure (p49)

• Title• Introducing the text, informed by answers to

Critical Synopsis Question A for all texts• Reporting the content, informed by answers to

Critical Synopsis Questions B and C for all texts

• Evaluating the content, informed by answers to Critical Synopsis Question D for all texts

• Drawing your conclusion, informed by answers to Critical Synopsis Question E for all texts

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3. Using a mental map and structuring an in-depth critical analysis of a text

Mental Map for Navigating the Literature (Ch 6-7)

One set of tools for thinking

Two dimensions of variation amongst knowledge

claims

Three kinds of knowledge

Four types of literature

Five intellectual projects

One set of Tools for Thinking: the Key to the Mental Map

• Concepts (p64)• Perspectives (p65)• Metaphors (p66)• Theories• Models (p68)• Assumptions (p69)• Ideologies

Two Dimensions of Variation of Claims (p74)

Degree of certainty

Low High

Deg

ree

of

gen

eral

izat

ion

Hig

hL

ow

Low vulnerability -

weak claim,

minimal generalization

Moderate vulnerability -

strong claim,

minimal generalization

Moderate vulnerability -

weak claim, extensive generalization

High vulnerability -

strong claim, extensive generalization

Three Kinds of Knowledge (+ Key)

Tools for thinking

• concepts• perspectives• metaphors• theories• models• assumptions• ideologies

Practice knowledge

developed through taking action

Research knowledge

developed through systematic

investigation

Theoretical knowledge

developed through systematic reflection

Four Types of Literature (p81-2) 1. research - systematic enquiries into

policy and practice by professional researchers or practitioners, results are made public

2. practice - by informed professionals who evaluate others’ practice and by practitioners who evaluate their practice

3. policy - policy-makers’ desired changes in practice (negative evaluation of present)

4. theoretical - ideas and models for interpreting and explaining practice

Five Intellectual Projects (p86-7)Project Rationale Value stance Typical question

Under-standIng

Understand through theory and research

Disinterested What happens and why?

Critical evaluation

Evaluate through theory and research

Critical What is wrong with what happens?

Action Inform policy-makers and practitioners through research and evaluation

Positive towards policy and improving practice

How effective are actions to improve practice?

Instrum-

entalism

Improve practice through training and consultancy

Positive towards policy and improving practice

How may this programme improve practice?

Reflexive action

Improve own practice through evaluation and action

Critical of practice, positive about improving

How effective is my practice? How may I improve?

A Why am I reading this?1. What review question am I asking of this literature?B What are the authors trying to do in writing this?2. What type of literature is this?3. What kind of intellectual project is being undertaken?C What are the authors saying that’s relevant to what I want to find out?4. What is being claimed that is relevant to answering my review question?

Critical Synopsis and Critical Analysis Questions (Ch 8) (p92)

D How convincing is what the authors are saying?5. How far is there backing for claims? 6. How adequate is any conceptual or theoretical orientation to back claims?7. How far does any value stance adopted affect claims?8. How far are claims supported or challenged by others' work?9. How far are claims consistent with my experience? E In conclusion, what use can I make of this?10. What is my overall evaluation of this literature in the light of my review question?

4. Trying out the critical analysis of a text

reporting research

Decide on your review question(s) and complete the Critical Analysis form for the research report article or chapter you brought (book Appendix 3)

Useful Sources of Assistance

• Mental map Ch 6-7

• Types of literature and potential limitations Table 7.1 (p81-2)

• Guidance on using Critical Analysis form (p93-99)

Critical Text Review Structure(Ch 10 p117-8)

• Title - keywords• Introduction – state purpose (review questions –

critical analysis Q1)• Summary of research design – purposes (Q2, 3),

relevance to review questions (Q1), procedure• Main findings and claims – up to 5 claims relating

to review question (Q4), range of contexts to which applied

• Evaluation of claims – for context from which derived, applicability to other contexts (Q5-9)

• Conclusion – overall evaluation, summary answer to review question (Q10)

• References

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5. Building up a comparative critical review and developing an argument

Developing a Critical Literature Review (Ch11): Definition (p130)

• a reviewer’s constructively critical account

• developing an argument designed to convince a particular audience

• about what published (and possibly also unpublished)

• theory, research, practice or policy texts indicate is and is not known

• about one or more questions that the reviewer has framed

Literature Review Structure Based on Critical Analyses and Critical Synopses (p134-5)

• Introduction – purpose, justification, scope, limitations, signposting

Sections building up the warranting of your argument

Based on answers to Critical Analysis Questions for central texts

Based on answers to Critical Synopsis Questions for more peripheral texts

Introduction to texts being reviewed

Authors’ main claims relevant to review question

Evaluation of authors’ main claims

2, 3

4

5-9

B

C

DFinal section setting out conclusion of argument

Summary of evaluation answering review question

10 E

• References

Extended Structure for Multiple Review Questions (p139-40)

• Introduction – purpose, justification, scope, limitations, signposting• Section addressing the first review question

Subsections building up the warrant of your argument for this section

Based on answers to Critical Analysis Questions for central texts

Based on answers to Critical Synopsis Questions for more peripheral texts

Introduction to texts being reviewed

Authors’ main claims relevant to first review question

Evaluation of authors’ main claims

2, 3

4

5-9

B

C

DFinal subsection setting out conclusion of argument

Summary of evaluation answering first review question

10 E

• Conclusion for whole literature review

• References

• Section addressing second review question

Subsections leading to conclusion of argument answering second review question

Based on answers to Critical Analysis Questions for central texts

Based on answers to Critical Synopsis Questions for more peripheral texts

• Section addressing third review question

Subsections leading to conclusion of argument answering third review question

Based on answers to Critical Analysis Questions for central texts

Based on answers to Critical Synopsis Questions for more peripheral texts

Thematic Review Structure (not in book)• Introduction – purpose, justification, scope, limitations, signposting

Sections building up the warranting of your argument

Based on answers to Critical Analysis Questions for central texts

Based on answers to Critical Synopsis Questions for more peripheral texts

Introduction to texts being reviewed

2, 3 B

Authors’ main claims and evaluation, Theme 1

Authors’ main claims and evaluation, Theme 2

4, 5-9

4, 5-9

C, D

C, D

Final section setting out conclusion of argument

Summary of thematic evaluation answering review question

10 E

• References

Electronic Resources

Blank forms (which can be used as masters) can be downloaded from the website: www.sagepub.co.uk/wallace

• Critical Synopsis form

• Critical Analysis form

Good luck!