Effective Learning Service

Critical Analysis

CRITICAL ANAL !I!

Critical analysis is about the process in written assignments of evaluating to what extent, if at all, a theory, model, practice or idea (T !"# can be applied to a particular situation, usually the one that is the sub$ect of the assignment% &hen examining a T !" in relation to a particular situation, the positions that you can adopt include' Agreeing with, acceding to, defending or confirming a particular point of view Proposing a new point of view Conceding that an existing point of view has certain merits, but that it needs to be (ualified in certain respects Reformulating an existing point of view or statement of it so that the new version ma)es a better explanation Dismissing a point of view on the grounds of its inade(uacy, irrelevance, incoherence etc% Rejecting, rebutting or refuting another*s arguments on various reasoned grounds Reconciling two positions which may seem at variance by appeal to some higher or deeper principle

CRITICAL ANAL !I! !TART! "IT# T#$ T%PIC The process of forming your own position and point of view in essays begins with the essay (uestion or topic% Ta)e one example' The concept of identity is central to the conceptualisation of one of the most complex and fascinating of human creations, the work organisation. &ioia '())*+, Discuss, ,on*t be intimidated by the language used, e%g% +concept*, +conceptualisation*% Thin) about what this statement is saying in plain terms' that identity (the elements that ma)e up a person# is central to the wor) organisation% The important thing to note about this essay title is that it contains a premise or proposition' that +the concept of identity IS central tothe work organisation. The essay title is therefore inviting you to ta)e up a position'

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Critical Analysis

-% &enerally agree with the premise . although you may want to raise certain exceptions to a general agreement% "f you generally agree . why/ 0% &enerally disagree with the premise1 although you may want to raise certain exceptions to a general disagreement% "f you generally disagree . why/ Important- the worst thing you could do is to leave the reader feeling that you don*t have a position at all2 "n an essay li)e this, many students will $ust tal) in descriptive terms about aspects of identity and wor) without tac)ling the basic proposition in the essay' that identity I! C$NTRAL to the wor) organisation% "t would be possible, for example, to argue that it is central, but e(ually, it could be argued with e(ual conviction that, albeit important or significant, it is not central to the wor) organisation in all contexts% There may be, for example, global cultural differences to ta)e into account, or historical or social factors that you might want to discuss in your essay% 3ou need to start by identifying and analysing )ey words' + concept of identity, is central to and the work organisation. 3ou will need to be clear that you understand what is meant by identity in this particular conte.t- the wor) organisation% So you could start, for example, by thin)ing about the different aspects of identity rele/ant to wor0% These could include s)ills, personality, values, motivation etc% 3ou might also want to thin) about the cultural dimensions of the (uestion4 for example, would the statement apply only in certain cultural5geographical contexts, or is it a statement with universal application% T#$ 12" 3 (#4 APPR%AC# T% CRITICAL ANAL !I! This is a techni(ue taught to $ournalists, and wor)s well for students who want to develop s)ills of critical analysis and report writing% "t wor)s by as)ing interrogative (uestions of any theory, model, practice, or idea (T !"#%

"#%5 "#AT5

$.amples"ho' might benefit5be disadvantaged5is or is not involved5developed theT !"/ "hat- are we ta)ing for granted5assumptions are we ma)ing5 is implied that may not be true5 is missing5 is the bac)ground to this idea5is the wider significance5the advantages and negatives of the T !"/ "here- can it be applied5would it not be applicable5else could it be relevant/

"#$R$5

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Critical Analysis

"# 5 "#$N5

"hy- has this T !" been developed5been introduced5should we pay any attention to it/ "hen- is the T !" applicable5not applicable5reasonable or unreasonable to apply5should we start or stop/ #ow- will the T !" wor) in practice5be introduced5are people li)ely to react5will the T !" be evaluated5we )now or recognise success/

#%"5

"%R6!#$$T 6ften the assignments that gain the best mar)s are those where the student demonstrates that he or she understands the arguments both for and against a particular point of view, but then puts forward his or her own conclusions, or summarises the perspective they find the most persuasive% Tutors will not solely loo) for repetition of lecture material, but expect to see signs of independent thin)ing and argument% To help you do this with any point of view, hypothesis or argument, you could use the grid that follows to help you focus on and clarify on both sides of a particular argument5idea5point of view% ain points in favour of a particular argument5idea5point of view' Evidence, including references, in support of a particular argument5idea5point of view'

Cont7

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Critical Analysis

6pposing points of view to the above argument5idea5point of view'

Evidence, including references, in support of these counter1 arguments'

&hat argument5idea5point of view do you personally feel is the most convincing and persuasive/ And why/