A critical, analytical approach
As students move beyond Level 1 work to Levels 2 and 3, tutors often
comment that the work is too descriptive and needs to be more
analytical and/or critical.
Being analytical is about breaking things (situations, practices,
problems, statements, ideas, theories, arguments) down into their
component parts.
Being critical is about not accepting things at face value, but evaluating
them i.e. making reasoned judgements about how valid, effective,
important, relevant, useful and worthwhile they are.
The argumentative and evaluative writing styles referred to above
reflect this analytical, critical approach.
To demonstrate the analytical/critical thinking expected means asking
lots of questions of everything you read, observe, hear, experience
and do to probe beneath the surface, looking for reasons, explanations
and motives.
See Cottrell (2003) for guidance and activities to help develop critical
thinking skills.
See also Anglia Ruskin’s on-line guides “Critical analytical thinking” and
“Evaluating an argument” found at:
http://www.anglia.ac.uk/ruskin/en/home/central/studentsupport/services/
learning/on_line_study_skills.html
Use of the linking words and phrases on page 11 and the expressions
for citing references on page 19 will help to show that you have used an
analytical, critical approach.
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Using your reading to support your writing
In developing your ideas and arguments in an essay you need to refer
to a range of books, journals and other material to support your
views/statements and give weight to your arguments. However
Do not pass off other people’s ideas as your own (plagiarism!).
Do acknowledge your sources of ideas and information
(see the library’s on-line guide on Harvard Referencing
under “Library Guides” at:
http://libweb.anglia.ac.uk/referencing/harvard.htm).
Do not just piece together other people’s ideas to construct your
own argument.
Do use other people’s ideas to scaffold your own argument.
Do not “decorate” your essay with lots of direct quotes to prove
you have read lots of books.
Do use direct quotes sparingly, introduce them carefully and
make it clear how they relate to your ideas.
Do not present other people’s ideas as fact.
Do show you’ve critically questioned other people’s work to
inform your own learning.
Do not just cite authors who agree with you.
Do bring in opposing ideas and show why you think they are
mistaken.
Do not read passively, just collecting ideas and reading the lines.
Do engage with your reading – link it to other things you have
learned/read, ask questions, use it to develop your opinions
and attitudes – read between the lines.
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The following expressions will be useful for introducing other people’s
ideas in your essays.
Citing References in Text – some useful expressions
Introducing someone’s ideas:
Bloggs (2002)
suggests/argues/states/believes/concludes/proposes that ---
expresses/holds the view that ---
draws attention to ---
describes X as ---
describes how ---
refers to ---
takes the stance that ---
emphasises/stresses the need to/the importance of---
According to Bloggs (2002) ---
As stated/suggested/argued/proposed by Bloggs (2002) ---
There is a view/theory/argument that --- (Bloggs, 2002).
It has been suggested/stated/argued/proposed that --- (Bloggs, 2002)
One view/theory/argument/suggestion/proposal is that --- (Bloggs,
2002)
One view, expressed by Bloggs (2002) is that ---
Introducing an idea/theory that agrees with/has built on another:
This is supported by Smith (2003).
in line with the view/theory/suggestion of Smith (2003).
reflects the “ “ “
Smith (2003) accepts/supports/agrees with/concurs with this
view/suggestion/theory.
A similar view is held by Smith (2003)
” ” stance is taken by
This idea/theory has been extended/developed/taken further/built upon
by Smith (2003).
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Introducing an idea/theory that disagrees/contrasts with another:
This conflicts/contrasts with/is contrary to the view held by Smith (2003)
that ---
This is not accepted by/has been challenged by Smith (2003), who
argues that ---
Smith (2003), on the other hand/however/in contrast, suggests that ---
An alternative view/suggestion is that --- (Smith, 2003)
The opposite/a conflicting view is expressed by Smith (2003)
Conventions of style in essays
• Use formal, standard English - avoid colloquial terms and dialect.
(“You write as you speak” is a common complaint from tutors!”).
• Avoid abbreviations and contractions
(use “for example”, not “e.g.”; use “did not” instead of “didn’t”).
Proper Nouns (e.g. the National Health Service) can be abbreviated
provided you give the full name as well as the abbreviation on the
first use.
• Numbers below ten are written out in full, except in statistical and
scientific work.
• Be impersonal (unless your course requires otherwise) – avoid using
“I”, “we” and “you”. Instead use “It can be seen that”, “There are a
number of”, “It has been found that” etc.
• Be cautious. Avoid sweeping statements - use words and phrases
such as “appears to, “seems to”, “may”, “probably”, “apparently”,
“generally”, “The evidence suggests that”, “In some cases this”.
• Use rational argument rather than emotive language.
• Be objective – avoid personal, subjective words such as “wonderful”,
“worthwhile”.
• Use continuous prose – lists and headings are for reports and
projects.
• Do not address the reader directly by asking them a direct question
or telling them what to think.
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