Reading and Notemaking Skills

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INTRODUCTION
During this session we will explore

• Your place in the academic community
• What an argument means in an academic setting
• The difference between description and
  analysis
• Different ways of confronting an essay or report
  question
• How to review information and decide if it makes
  good evidence

• and finally
• Why critical thinking is important

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YOUR PLACE IN THE ACADEMIC COMMUNITY
In your role as a student you will be expected to

• research and acknowledge the work of others in
  your chosen subject

• stay abreast of developments in the field

• undertake your own research (depending on your
  degree subject)

• critically review all of this information and
  then

• develop your own opinions and present them as
  arguments

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WHAT IS AN ARGUMENT?
But what exactly does an argument mean in an
academic setting?

• a line of reasoning, angle or point of view,
  position that is being defended, or case that is
  being made backed up by evidence and examples
  and leading to a conclusion (Cottrell , 2003)

• It is a form of journey that leads the reader
  through your line of thought before reaching a
  conclusion

• As a student, the journey you take towards
  reaching an answer is at least as important as
  the answer itself

• Theres rarely a simple right or wrong answer
  at university

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WHAT IS AN ARGUMENT?
Why it isnt always a case of right or wrong
Fact, opinion and truth

• Facts can be events, circumstances or situations
  that are supported by evidence and can
  reasonably be accepted to be true. Opinions are
  viewpoints that may use facts to convince an
  audience.

In debate, something is only true when all sides
of the argument accept it (McMillan Weyers,
2006)

• As a student you are challenged not to just
  accept someones opinion as being the truth, even
  if they are an expert. You have to cast a
  critical eye over the facts they present and
  assess the strength of their argument.

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WHAT IS AN ARGUMENT?
What the experts have to say about the concept of
a right and wrong answer

• Dr Elizabeth Stevenson, Chemistry, The University
  of Edinburgh
• Denny Colledge, Information Services, The
  University of Edinburgh
• Kendall Richards, Engineering and Computing,
  Edinburgh Napier University
• Dr David Kaufman, History, University of Stirling
• Dr Christine Robinson, Scottish Studies, The
  University of Edinburgh

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WHAT IS AN ARGUMENT?
Fact and opinion look at the passage below and
identify what might be a) fact b) opinion
Edinburgh is currently undergoing a major tram
development. Construction commenced in 2006. The
programme is being undertaken by Transdev plc,
the UKs premier transport project management
company. A wealth of scientific evidence shows
that trams have a lower environmental impact than
many other forms of transport city centre
congestion in Edinburgh will also be reduced.
Once completed, Edinburgh will benefit from
economic growth, as happened in Bilbao,
Manchester and Sheffield upon completion of their
own tramway projects.
Overall, how convincing a case does this make in
favour of trams?
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WHAT IS AN ARGUMENT?
Insert analysis versus description table
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WHAT IS AN ARGUMENT?
A descriptive student is someone who

• takes notes in class and makes notes outside
  class
• records what they observe in class, experiments,
  or in the real world
• reproduces this information in tutorials, essays
  and exams etc.

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DIFFERENT WAYS OF ADDRESSING A QUESTION
Have you ever stopped to consider how you answer
a question?

• A) Do you quickly form an opinion and set out to
  argue the case (or set out to prove an opinion
  you already held)?

• B) Do you set out to present the case for and
  then the case against so as to offer some
  balance?

• C) Do you let your arguments be shaped by the
  information you collect as you go along?

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DIFFERENT WAYS OF ADDRESSING A QUESTION
Proving your own hypothesis - often to be
avoided because

• it might suggest arrogance - I already know
  everything there is to know
• it implies complacency - I wont look for a
  range of evidence because Im confident that my
  argument is the right one
• youre marked on how you reach a response, not
  just what your view is
• your response will lack balance it will only
  show your view (think about what this means when
  you enter the real world)
• blinkered you might be oblivious to new
  information which offers a wholly different
  perspective on the subject

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DIFFERENT WAYS OF ADDRESSING A QUESTION
For and Against unless instructed to do so,
this also has weaknesses

• It assumes the topic can simply be split down the
  middle, with a clear case for and a
  diametrically opposing view very black and
  white
• There may be a whole range of complex and
  inter-related viewpoints that dont easily fall
  on one or other side of the fence
• Theres a danger that when you undertake your
  research youll be looking to categorise
  information rather than really trying to make
  sense of whats in front of you and its deeper
  meaning
• Its easy to become passionate as you get behind
  a viewpoint whereas you should be presenting
  information in a rational, unemotional way

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DIFFERENT WAYS OF ADDRESSING A QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
Step 1. Break down the question Define key
phrases, identify search terms and reflect on
what I am being asked to do
Income tax should be raised in order to raise
funds to provide free travel on public transport
for all UK further and higher education
students. Discuss.
Taking time to appraise the question will make
the remaining steps in the process more focused
and youll be less likely to wander off topic of
miss the gist of the question.
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
Step 4. Critically review the evidence youve
collected Why would they hold this view? What
authority do they have to comment?

• Does the author/organisation directly
  benefit/suffer?
• Are they financially linked to the topic who
  funded the research?
• Is there likely to be political or media bias at
  play?
• How recently was the information published?
• Is it directly relevant to the question?
• Is it backed up by evidence?
• Is it from or supported by a reliable academic
  source or similar?
• How has the information been presented?
• What is the language like and have value
  judgements been made.?

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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
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A STEP-BY-STEP GUIDE TO ANSWERING AN ESSAY
QUESTION
Step 6. Draw your own conclusion, avoiding
sweeping statements
? On balance ? Considering the different
viewpoints one could conclude that ? There is
a clear and strong case ? The range of
evidence suggests that ? The information
presented here points towards ? Its obvious
that ? It has been proven beyond any
doubt ? We can now all agree that
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CONCLUSION
So, weve now seen that

• You might need to use description and analysis
• Its not just your answer that matters, its how
  you get there
• Approaching a question with an open mind leads to
  a balanced response that covers a range of
  arguments
• You can learn from others, but also be prepared
  to challenge their views!
• You need to be a critical thinker

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CONCLUSION
The ability to think critically is valuable
because

• You cant construct an effective argument without
  it

• Theres lots of rubbish out there!

• Its the difference between an average student
  who wants to be led and an effective student who
  takes control of their own academic destiny

• Its one of the skills you learn at university
  that youll use throughout your career