The document provides guidance on developing critical analysis skills. It defines critical analysis as standing back to think about all elements of a topic from different perspectives while evaluating information before making a judgment. Students are advised to read widely from different academic sources and routinely question the context, purpose, bias and assumptions of sources. A reading grid is presented as a tool to track reading, analyze sources, and plan how information will be used in writing. Developing critical thinking requires reflecting on analysis and considering how to apply reading to one's own profession.

1. Jane Hennessy Murdoch
Academic Achievement Team

2. What do you
think?

3. In pair discuss
what you see
in this image?

4. • How does this image add to
your analysis? What do you
think British values are?

5. • Are these the same as the
values you thought about?
• Do you think these values
should be taught in schools?

6. What is critical analysis?
• Standing back and thinking about all the
elements of a topic
• Not taking information at face-value
• Thinking about context
• Considering an issue from different
perspectives
• Analysing and evaluating information,
ideas and perspectives before making a
judgement
• Critical thinking is about asking and
answering questions: ‘Why? How? What
if? What next? So what?’

7. Now you have started to critically analyse,
let’s take it a step further.
Do British values have a
place in education?
On your handout, start
noting down what you think
and why.
What do I think? Why?
What do other
people think?
Why?

8. But is there more for
you to consider?
In your groups, you each have a different article about
embedding British values in the curriculum.
Read the article and add some more detail to your
grid: is this another point of view or does it give you
some more reasons to explain your own view?
Share the information and ideas from your article
with the rest of your group. Use that discussion to add
even more comments to your grid.
What is your own view now?

9. What is critical
analysis?
• As you have just been critically
analysing a question, a debate
and source material, how would
you define critical analysis?
• Note down your definition on
your worksheet.

10. TO THINK AND WRITE CRITICALLY, YOU NEED TO READ
WIDELY SO THAT YOU GET A RANGE OF DIFFERENT
(ACADEMIC/EXPERT) OPINIONS.

11. Academic reading requires critical
analysis throughout. Routinely ask
questions of the material, such as…
• Nature
• What is the provenance? (author, date)
• What is the context?
• What type of source?
• What is its purpose?
• What is the intended audience?
• What is the bias?
• Are there assumptions?
Usefulness
How can I use this?
What is its significance?
What are its limitations?
Content
What is the main point/argument/conclusion
of the source?
What further/minor points are made?
Use of language and imagery?
What evidence is used? Effective?
How does this information compare with
other sources and/or your own knowledge?

12. Highlights and
annotations-
making
meaningful
interactions with
the content.

13. Critical reading
Do British values have a place in education?
Choose another text. Using the critical
questions, read it and add to your grid.
As you read, keep thinking about how you
can critically analyse it. Remember to read
actively.
You have a critical reading check list on your
handouts to help you with this.

14. Author, title, type of
source
Topic Main Point – Argument
Key ideas/themes
Strengths/
Weaknesses
Limitations
How to use Significance Your thoughts about what
is said
Useful for your
referencing.
Also highlights any possible
bias from the type of
source.
Is this very close to your
research topic?
Is this an article on a
different topic that you are
going to apply to your
question?
What is the author trying
to tell you?
Look at the abstract,
introduction and
conclusion - to help you
determine the main
argument.
Evidence?
Date?
Sample size?
Source outside your field-
can you apply the ideas?
Where are you going to
use this information in
your writing?
How are you going to use
it?
This is where you begin to
plan your writing.
Are you going to combine
this source with another to
make a point stronger with
a synthesised reference?
Are you going to compare
this source with another to
contrast arguments?
Is this big picture
information you may use in
your introduction?
Is this sources cited
frequently in further
studies?
Is this source underpinning
your line of argument?
Is this source providing key
research?
What do you think?
What questions has this
source raised for you?
Has this led you to think
about further reading you
need to do?

15. A reading grid can help you keep track of your reading and analysis, and
think about how you will use or refer to it in your writing: keep reviewing
Author, title Topic Key
idea/theme
Strengths/Wea
knesses
How to use Further
thoughts
Bill Johnston
(2010) The First
Year at
University:
Teaching
Students in
Transition
(Helping
Students Learn)
BJ = academic
skills tutor
Effects of
stress on
university
students
during
transition
Students need
to have
differences in
study practices
made clear at
the outset: this
is primarily the
responsibility
of the
university
Very small
sample but
longitudinal
study –
appropriate
methods
Rich data – see
transcripts
Compare to
sources which
emphasise the
responsibility
of the student
in adapting to
different study
practices
But at what
stage should
support be
removed?
Gradually?
They are
adults! Role of
independent
learning?
Don’t forget, you will also be thinking about how to use this reading in your own profession too when writing
reflections or discussing your research: it’s not just abstract

17. Have a go….
You have a blank copy of the reading
grid on your worksheet.
In pairs, have a go at completing it for
the two articles you have just read on
British Values.
What analysis did you record?
Why did you choose those points?
Remember the
question: Critically
evaluate the role of
sustainability in
Human Resource
Management.

18. Reflection…..
Go back to your definition of critical analysis. Would
you change it now?
If you had to give another L7 student a piece of
advice about how to develop their critical thinking,
what would it be?