Taking a Critical Approach/Critical Appraisal

"Perkins (2007) urges teachers to focus on student difficulties relating to subject content, which he suggests they can directly influence. I would argue that other factors need to be taken into account when trying to understand the challenges faced by students. For example, if students struggle to access study resources, this can act as a barrier to learning and achievement."

In this example, the student is using the first person ‘I’ to present their own opinion. Always check whether the use of the first person is acceptable in your own discipline. In this example ‘I would argue that…’ could be replaced with ‘It could be argued that…’.

"The empirical evidence for threshold concepts has now grown to include research in 259 disciplines in over 45 countries (Flanagan, 2016; Land et al., 2016). However, it is not without its critics. Schwartzman (2010, p. 40) argues there is no agreement on an ‘intellectually rigorous, definitive criteria for identifying threshold concepts'. This can therefore make it difficult to identify threshold concepts within disciplines. Savin-Baden (2008) also warns again using threshold concepts too prescriptively, which might create a situation where students only feel part of their discipline once they have understood the concepts. However, threshold concepts can provide a framework for exploring challenging content within a discipline. This research can therefore contribute to an understanding of how to support students with such difficulties." 

In this example, the student presents some evidence from their reading to support the use of threshold concepts in education. However, they also point out that there are different viewpoints which highlight challenges with the use of threshold concepts. It is important to evaluate the viewpoints by discussing potential strengths and weaknesses. It is also important to draw some conclusions from your evaluation. In the last two sentences, the student does this by suggesting a possible approach to take with the use of threshold concepts. See example two in comparing descriptive and critical writing for another illustration of how to evaluate different perspectives.

"Learning is often described as ‘identity work’ (Cousin, 2006, p. 264; Davies, 2006, p. 71; Savin-Baden, 2008, p. 16), since it results in a change in the individual."

In this example, the student has used three sources to support the point they are making. This won’t always be the case, but if you have more than one source, use them, as this can create a stronger sense of consensus on a particular issue.

"Hosein and Rao (2017) explain that the students in their study were given limited guidance on the development of their research idea and the methods they used. They state that this was so that in their essays the students reflected on their own decision-making process rather than on ideas put forward by the teachers. Prior to the study a short questionnaire could have been used to determine what knowledge and experience students had of research processes and of being reflective. Both these elements would have affected the content of their essays. This highlights the need to take account of participants’ prior experience when making judgements about research outcomes."

In this example, the student highlights an aspect of the research process (the amount of guidance given by the lecturers) which might have influenced the study results. They explain why this is important and how students’ previous knowledge and experience needs to be taken into account when conducting any further research. They also make a suggestion for how students’ prior knowledge and experience could be assessed in a future study.

"There are potential weaknesses with the research design. Of the 16 participants, 10 came from the upper grade bands. This might have resulted in better quality essays which would have impacted on the data analysis and results. Students from the lower grade bands might have been encouraged to take part if different methods were used. For example using a formative rather than a summative essay or giving them further information about how the essays would be used, confidentiality and the benefits of taking part in the study."

In this example, the student begins by identifying a limitation or weakness with the research study. They then go on to say how this might have affected the study results. The final two sentences suggest how the research design could be changed in the future to address the limitation. 

"Taking a critical approach is a good example of a skill area which students can find challenging. My experience of working with students in Higher Education (HE) suggests that although a student may have a critical viewpoint, they may not feel able to express it. As Carr and Kemmis (1986) point out, there are a range of social and personal factors which can influence how individuals act in a particular context. For example…"

In this example, the student uses an example from their own experience to help explain the point being made. Using the first person ‘my’ makes it clear that the comment is from their own experience or practice. If you are being asked to include aspects of this kind in your assignment, always check with your lecturer on the best way to present this in your writing. The student then supports their example with a comment from Carr and Kemmis, which adds strength to the point they are making. It would be helpful if the student then developed the discussion by explaining which social and personal factors impact on students and why this might happen. 

"Perkins (2007, p. 44) suggests that even good teaching leaves students with a number of ‘trouble spots’. This analysis appears to assume that the removal of challenges by teachers is always desirable. It could be argued that challenges are part of learning and that the teacher’s role is to support students through that process."

In this example, the student suggests that the author (Perkins) is making an assumption that the challenges students face in their learning are a negative issue. They also suggest why this might not be the case. When making suggestions about assumptions that an author might be making, it can be helpful to use cautious language. For example, the student uses phrases such as ‘appears to assume’ and ‘it could be argued’. 

"The study (Canter, 2016) was undertaken with students in higher education (HE). It is important to note that in a different context, such as a school setting, students would be at a different level in their learning of the subject matter. Teachers would therefore need to adapt the strategies suggested in the study to meet the needs of their own students. For example…"

In this example, the student’s assignment was about learning in a school setting. It is important to point out how a different context might affect the results of a research study. The student suggests what might need to be adapted with the findings from the HE study so that they can be applied in a different context such as in a school. It would be helpful if the student then gave an example of how teachers could make those adaptations.

"If as Canter (2016) suggests, study skills guidance is a strategy for supporting students as they progress through Higher Education (HE), this will have a potential impact on the resource requirements and training of staff in that sector. For example, this could mean investment is needed in specialist study skills advisers and additional training for academic staff."

In this example, the student highlights the fact that the study findings would have a specific impact on the need for resources, such as staff and training. When identifying the impact of ideas or research findings, make sure the comments are relevant to your assignment question and argument. 

"The study (Canter, 2016) followed students through one academic year and revealed the importance of time in influencing how their experiences developed and changed. Further research could follow students through all three years of their degree to understand their experience and skill requirements over a longer time-scale. This would also provide more information about the resources needed to support students during their time in higher education."

In this example, the student is making a suggestion about what further research could be useful. It is important to be as specific as you can about the nature of the research needed. The student also explains why the future research might be useful, in that it would provide more information about resources needed. When you explain why future research is important, think about how the research would further the understanding of your assignment topic or research question.

When you are writing an essay it is likely that the introduction will include more descriptive writing. This is because it is often describing background information, defining key terms and explaining how your essay will be structured. However, the paragraphs in the main body of an essay and your conclusions will contain more critical writing.

When you are writing a scientific report, the introduction can sometimes contain a review of the literature. This means that both descriptive and critical writing will be used. For example, a literature review will describe the findings from previous studies, but it will also identify potential gaps in the research and create a rationale for the current report. These latter elements involve a more critical style of writing. The methods and results sections of reports might contain more descriptive writing, but the discussion section and the conclusion will contain more critical writing.