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Critical Reading and Writing for Postgraduates 4th Revised edition [Mīkstie vāki]

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  • Formāts: Paperback / softback, 320 pages, height x width: 242x170 mm, weight: 550 g
  • Sērija : Student Success
  • Izdošanas datums: 27-Apr-2021
  • Izdevniecība: Sage Publications Ltd
  • ISBN-10: 1529727642
  • ISBN-13: 9781529727647
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Critical Reading and Writing for Postgraduates 4th Revised editionPalielināt
  • Formāts: Paperback / softback, 320 pages, height x width: 242x170 mm, weight: 550 g
  • Sērija : Student Success
  • Izdošanas datums: 27-Apr-2021
  • Izdevniecība: Sage Publications Ltd
  • ISBN-10: 1529727642
  • ISBN-13: 9781529727647
Citas grāmatas par šo tēmu:
Permanent link: https://www.kriso.lv/db/9781529727647.html
Keywords:

Reading critically, and writing using critical techniques, are crucial skills you need to apply to your academic work.  If you need to engage with published (or unpublished) literature such as essays, dissertations or theses, research papers or oral presentations, this proven guide helps you develop a reflective and advanced critical approach to your research and writing.

New to this edition:

  • Two new chapters on basic and advanced writing skills
  • More advice on self-bias and perception
  • Updates and additional examples throughout
  • Updated online resources providing additional support.

A Companion Website provides additional resources to help you apply the critical techniques you learn.  From templates and checklists, access to SAGE journal articles and additional case studies, these free resources will make sure you successfully master advanced critical skills.



The Student Success series are essential guides for students of all levels. From how to think critically and write great essays to planning your dream career, the Student Success series helps you study smarter and get the best from your time at university. Visit the SAGE Study Skills hub for tips and resources for study success!

Bursting with tools for analysing texts and structuring critical reviews, this book builds the reader’s skills and confidence with critical reading and writing.

Recenzijas

This book provided invaluable practical help for me in both organising my approach to research and in writing my thesis. A real strength of the book is that it backs up the various approaches it suggests with worked examples of all the points made. As a result, I saw a genuine and marked improvement in the quality of my own writing. -- Stephen Cutler A comprehensive and sharp guide to taking your reading, writing, and thinking to the next level. The authors do not only explain the concepts they bring forward, but also show what it can look like in a text. It makes everything much easier to understand!





The tools in the book have helped me a lot! This book taught me how to logically structure a piece of work before even starting to write it, which, in my case, took away lots of stress, and made my work much easier to follow. I strongly recommend reading this book!

  -- Axel Bergström The best research-skills support I have encountered for social-sciences postgrads. It not only breaks down the anatomy of a research project in detail and with practical examples, but also illuminates theoretical issues such as author bias and reader response. 





This book is invaluable, and I find myself turning back to it frequently as I reach the next stage of a project. It will always have a place on my desk!

  -- Bethan Tovey-Walsh A must-read for any student looking to develop their reading and writing skills at research level. It delves into how students can develop their critical thinking and research skills before tackling their writing woes. Wallace and Wray will become personal tutors, offering an array of academic knowledge through writing exercises in which students can apply in their research directly. It is one of the few books on the market written with the student in mind, and one in which effectively identifies the steps needed to write a research paper, dissertation, and/or thesis. -- Tamara Tarchichi

List of Figures and Tables
x
Author Biographies xii
Acknowledgements xiii
How to Use This Book xiv
Online Resources xviii
Part One Becoming a Critical Reader and Self-Critical Writer
1(82)
1 What it Means to be Critical
3(11)
Learning to be critical in academic enquiry
4(3)
Academic traditions and styles
7(1)
Being critical as a requirement of academic study
8(2)
Task-driven critical reading
10(1)
Linking critical reading with self-critical writing
11(2)
Where now?
13(1)
2 Making a Critical Choice
14(14)
Deciding what to read
14(1)
From long-list to short-list
15(1)
Support texts
16(2)
`Frontline' texts
18(4)
Using the Internet
22(4)
Varying your reading strategy
26(1)
What next?
27(1)
3 A First Look: Interrogating Abstracts
28(8)
Using the abstract as a resource
29(1)
Asking questions of an abstract
30(1)
How the questions help you think
31(1)
Two worked examples
31(3)
Welcome to critical thinking
34(2)
4 Getting Started on Critical Reading
36(17)
Focusing through a central question and review questions
37(1)
Evaluating the usefulness of what you read
37(2)
What makes an argument convincing?
39(3)
Identifying the conclusion and warranting of arguments
42(1)
Incomplete or flawed arguments
42(2)
Five Critical Synopsis Questions
44(2)
Applying the Critical Synopsis Questions to an abstract
46(3)
A Critical Synopsis of a text
49(3)
From Critical Synopsis to Critical Summary
52(1)
5 Getting Started on Self-Critical Writing
53(10)
Developing your own argument
54(1)
Writing for your audience
55(2)
Structuring a Critical Summary of a single text
57(2)
Building up a Critical Summary: an illustration
59(2)
Structuring an account to develop a convincing argument
61(2)
6 Creating a Comparative Critical Summary
63(11)
Structuring a Comparative Critical Summary
64(1)
Building up a Comparative Critical Summary: an illustration
65(8)
From critical reader to self-critical writer
73(1)
7 Developing Your Writing Skills to Communicate Effectively
74(9)
Learning from what you read
75(1)
How to start the writing process
75(2)
Presenting your ideas effectively
77(3)
Checking your work for recurrent problems
80(1)
Making productive use of feedback
80(1)
Making progress as a critical reader and self-critical writer
81(2)
Part Two Developing an In-Depth Analysis
83(92)
8 A Mental Map for Navigating the Literature
85(10)
Developing your mental map
86(7)
Reordering the components: putting the mental map together
93(2)
9 Tools for Thinking and Ways of Thinking
95(15)
Tools for thinking: concepts, metaphors, labels, perspectives, models, theories
95(8)
Ways of thinking: assumptions, philosophical positions, ideologies
103(6)
Thinking about thinking
109(1)
10 Reasons for Conducting the Research
110(7)
Four sorts of intellectual project
111(6)
11 Knowledge Claims and Their Key Characteristics
117(17)
Kinds of knowledge claim and types of literature associated with them
117(5)
Communicating knowledge claims in different types of literature
122(3)
Knowledge claim characteristics: the degree of certainty and generalization
125(9)
12 Developing a Critical Analysis of a Text
134(10)
From five Critical Synopsis Questions to ten Critical Analysis Questions
135(8)
Your Critical Analysis of an article reporting research findings
143(1)
13 A Worked Example of a Critical Analysis
144(18)
An illustrative Critical Analysis of a text
145(15)
Taking charge of your Critical Analysis of texts
160(2)
14 Developing Your Argument in Writing a Critical Review of a Text
162(13)
Structuring a Critical Review of a text
163(3)
Your Critical Review of an article reporting research
166(1)
Our Critical Review of Wallace's article
166(4)
Structuring a Comparative Critical Review of several texts
170(2)
Gearing up for writing Critical Reviews of texts
172(3)
Part Three Putting Your Critical Reviews to Work
175(90)
15 Focusing and Building Up Your Critical Literature Review
177(17)
What makes a literature review critical?
179(2)
Structuring a Critical Literature Review from completed analyses
181(2)
What might such a Critical Literature Review look like?
183(3)
Extending the structure for a review constructed from your completed analyses
186(3)
Structuring a Review informed by Critical Analyses and Critical Synopses
189(4)
Developing independence as a critical reviewer of literature
193(1)
16 Integrating Critical Literature Reviews into Your Dissertation
194(21)
Why the literature is important in empirical studies
194(2)
The reality of the study process versus the written account
196(1)
Maximizing your chances of convincing your examiners
197(17)
Applying your critical frame of mind
214(1)
17 Critical Literature Reviews in Alternative Dissertation Structures
215(11)
Building up the logic of your overall argument within `multiple-shot' structures
216(2)
Adapting two or more warranting units to create dissertation structures
218(1)
Creating a cumulative exploratory and main study structure for a dissertation
219(4)
Creating a structure for investigating independent themes in a dissertation
223(1)
Creating a combined cumulative structure and parallel dissertation structure
224(1)
Deciding which structure is most appropriate for your purposes
224(2)
18 Tools for Structuring a Dissertation
226(17)
Checking the logic of your developing argument
226(6)
Adapting the template for alternative structures
232(3)
Outline of the core structure for a dissertation
235(4)
Tracking the logical flow of your overall argument
239(1)
Constructing an effective abstract for your dissertation
240(2)
The structured dissertation as a foundation for your next steps
242(1)
19 Using the Literature in Research Papers, Oral Presentations and Posters
243(15)
Developing your overall argument in a written research article
244(4)
Developing your overall argument in an oral presentation
248(4)
Creating your abstract for an academic journal article or presentation
252(3)
Presenting your work as a conference poster
255(2)
Crafting how you communicate with (and so convince) different audiences
257(1)
20 Developing Advanced Writing Skills
258(7)
Precision writing: choosing your words carefully
258(2)
Making citations and quotes work for you
260(1)
Using tables, figures and appendices effectively
260(1)
Elegance: the art of good academic writing
261(1)
Keeping to word limits
262(1)
Examples of a less well and better crafted draft
262(2)
The beginning of the end, or the end of the beginning?
264(1)
Glossary 265(6)
Appendix 1 Abridged article: `One word or two?' (Wray and Staczek, 2005) 271(11)
Appendix 2 Abridged article: `Sharing leadership of schools through teamwork' (Wallace, 2001) 282(15)
Index 297
Mike Wallace is a Professor of Public Management at Cardiff Business School, Cardiff University, where he teaches postgraduate courses on research methods. He was formerly an Associate Director of the Advanced Institute of Management Research (AIM), responsible for research capacity building in the management field, and also the Economic and Social Research Councils Strategic Adviser for Researcher Development. His research on managing change in the public services is reported in many books and academic journals. Most recently, he is lead author of a major monograph Developing Public Service Leaders: Elite Orchestration, Change Agency, Leaderism and Neoliberalization (Oxford University Press 2023). He is co-author of Critical Reading and Writing for Postgraduates (4th edition 2021). Alison Wray is a Research Professor of Language and Communication at Cardiff University. Her research concerns the modelling of lexical storage and processing, particularly in relation to formulaic phrases, and it has been applied to language learning, evolution of language and language disability. Her two monographs Formulaic Language and the Lexicon (Cambridge University Press, 2002) and Formulaic Language: Pushing the Boundaries (Oxford University Press, 2008) are internationally acclaimed. Her current research focusses on dementia communication. Her 2020 book The Dynamics of Dementia Communication won the 2021 book prize of the British Association for Applied Linguistics and came second in the biennial book award of the American Association for Applied Linguistics. She has also published Why Dementia Makes Communication Difficult: A Guide to Better Outcomes (2021), aimed at people with dementia, their families and carers. She has a longstanding commitment to researcher training, including the developing of academic expertise. She is lead author of the popular undergraduate research methods textbook Projects in Linguistics (Hodder, 2012) and co-author of Critical Reading and Writing for Postgraduates (4th edition 2021).