Writing for University

Jeanne Godfrey

• Publisher: Red Globe Press
• Year: 2018
• Print ISBN: 9781137531865
• eBook ISBN: 9781137531889
• Edition: 2
• Topic: Study Aids
• Subtopic: Study Guides

Writing For University demystifies academic writing and offers direct and practical advice, giving students the confidence, knowledge and tools to hit the ground running from their first year of study.

Essential element 1: Write critically

5 What critical writing is

The fundamental purpose of any university course is to help you to develop the skill of critical thinking. The word critical as used in academic study does not mean:

◗ very important (e.g. to make a critical decision)

◗ very bad/dangerous (e.g. to be in a critical condition)

◗ to be negative/nasty about something (e.g. to criticise someone).

Being critical in an academic context means looking at ideas, theories and evidence with a questioning attitude rather than taking them at face value. It means analysing things in detail (breaking down and examining concepts and ideas), evaluating (finding weaknesses and strengths, connections and patterns) and from this analysis and evaluation, deciding what you think about the issue, how important or relevant you think it is and why.

At the start of your studies you may feel that it isn’t right or possible to take a critical approach to the work of experts. However, you need to try and get over this feeling and accept that taking a critical approach to your subject is what you are at university to do. It is difficult work, and you will not be expected to have highly developed critical skills right from the start but to develop them over the time of your course.

Your tutors and assessment criteria will use phrases such as ‘analyse the material and its implications’, ‘evaluate and synthesise’, ‘critically reflect’, and ‘show insight and independent thought’. These are all different stages in taking a critical approach.

6 What critical writing looks like

One common reason for low marks in student writing is having too much non-critical content (background information, description and explanation) and not enough criticality, particularly detailed analysis and evaluation. Below are some extracts from a student essay on ageism (prejudice or discrimination on the grounds of age) that show you examples of non-critical and critical writing.

Non-critical writing

Description

Descriptive writing gives the ‘what’ of something but does not give reasons, does not evaluate and does not try to persuade the reader of anything.

Example:

The causes of ageism were first suggested by Butler (1969); a lack of understanding of older people, combined with fears about becoming old and a consequent desire for distance from old people.

Explanation

This can look like critical writing because it gives the ‘why’ and ‘how’ of something and perhaps a conclusion; however, explanation is still just stating fact. An explanation does not evaluate, argue or try to persuade.

Example:

Ageism often occurs because people develop unconscious negative associations with old age, thereby strengthening conscious negative attitudes and behaviours towards old people.

Critical writing

Analysis

You will do much of your analysing in your head before you put it down in your writing. Analysing involves taking apart a statement, concept or argument in order to examine and define it in detail.

Example:

In their model of causes of ageism, Perdue and Gurtman (1990) emphasise the role of negative mental associations. However, associations are not the same thing as actual negative behaviour towards old people.

Evaluation

This involves weighing up the evidence and/or argument, and deciding on its validity, value, relevance and implications.

Example:

A weakness in Perdue and Gurtman’s argument is the claim that negative associations are unconsciously learnt at an early age, because this has not in fact been proven. Nevertheless, the phenomenon of negative association is important because …

Argument

An argument is the sequence of initial claim (also called a ‘proposition’), supporting reasons and conclusion. The function of an argument is to try and persuade an audience of the validity of the proposition, and usually takes the whole piece of writing to develop. Below are just the concluding sentences of an argument.

Example:

Although the extent of unconscious negative associations with older people can be debated, the evidence discussed here shows that they do exist. These associations are harder to address and redress than conscious prejudice and this makes them a disproporti...

Table of contents

• Cover
• Halftitle
• FM
• Title
• Copyright
• Contents
• Introduction
• Summary
• Essential element 1: Write critically
• Summary
• Essential element 2: Use your sources effectively and correctly
• Summary
• Essential element 3: Let your own voice shine through
• Summary
• Essential element 4: Write for your reader
• Summary
• Essential element 5: Rewrite like an expert
• Summary
• Final comments
• Useful sources
• Index