model to generate critical thinking plymouth

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Critical Thinking

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Introduction to Critical Thinking

Critical thinking involves asking questions to analyse and evaluate information to increase your understanding and identify the links between different ideas and theories.  It is an important skill that you will develop during your academic studies and use throughout your career.  This page will provide you with access to information that will help you to develop your critical reading and writing skills.  

Recommended Websites

LinkedIn Learning

LinkedIn Learning provides BPP students with access to free online courses which includes Developing a Critical Thinking Mindset  and Reading Critically

• Obstacles to Critical Thinking
• Bloom's Taxonomy
• Critical Thinking Model

Cottrell (2023) explains that critical thinking involves:

• Finding the most relevant information for your subject area
• Evaluating the evidence to identify if it is appropriate and supports different perspectives
• Creating a provisional argument and conclusion based on the available evidence
• Developing a logical argument supported by evidence that others can understand
• Choosing the most relevant sources and including examples to support your argument

Source: Cottrell, S (2023) Critical thinking skills . 4th ed. London: Bloomsbury Publishing.

Too much information -at university you are expected to read different information sources and the amount available can make you feel overwhelmed and unsure where to start. You are not expected to read everything that is available on a subject and your lecturer can help you to select relevant sources.  

Confidence -some students do not feel confident about evaluating information written by academics and worry that their answer is incorrect.  In many subjects there is no correct answer and academics in their work develop and challenge other academic's research. When you are reading different sources focus on your own thinking and you could discuss your understanding with your friends to help develop your confidence. 

It provides a list of questions that you can ask yourself when you are reading different sources, planning your assignment and structuring your writing.  This will help you decide if a source is relevant to your needs, create your own arguments and achieve higher marks.

Critical Reading and Writing

• Critical Analysis
• Critical Reading
• Critical Writing

Students often receive feedback that their assignment is too descriptive and more critical analysis needs to be included.

The table below explains the difference between descriptive writing and critical analysis:

Adapted from Cottrell, S, (2019) The Study Skills Handbook , 5th ed. London: Red Globe Press p.268.

Your assignment will include some descriptive writing such as to introduce the subject and the assignment structure.  However the majority should be critical analysis to demonstrate your understanding of the subject which will also help you to achieve higher marks.

• Critical Analysis Framework (Sheffield University)
• Is the author an expert in this subject?
• What is the purpose of this source?
• Is the information presented in a logical and consistent way?
• What are the main conclusions from their research?
• What evidence have they used to support their findings?
• How do their arguments compare with another academic’s research on this subject?

You may also be interested in the Academic Reading  page.

Evidence from academic sources of information is used to support and help you to develop your thinking and arguments.   

The arguments that you present are balanced which means that different perspectives on the issue or subject are considered and the conclusion is based on your understanding of the evidence.  

Include in your writing phrases that demonstrate your critical thinking such as the main weakness in this research is…

Further information regarding critical writing is available from York University Building a Critical Argument  and you may also be interested in the Academic Writing  page.

Recommended Books

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Critical thinking

A model for critical thinking.

Critical thinking is an important life skill, and an essential part of university studies. Central to critical thinking is asking meaningful questions.

This three-stage model, adapted from LearnHigher , will help you generate questions to understand, analyse, and evaluate something, such as an information source.

Description

Starting with the description stage, you ask questions such as: What? Where? Why? and Who? These help you establish the background and context.

For example, if you are reading a journal article, you might ask questions such as:

• Who wrote this?
• What is it about?
• When was it written?
• What is the aim of the article?

If you are thinking through a problem, you might ask:

• What is this problem about?
• Who does it involve or affect?
• When and where is this happening?

These types of questions lead to descriptive answers. Although the ability to describe something is important, to really develop your understanding and critically engage, we need to move beyond these types of questions. This moves you into the analysis stage.

Here you will ask questions such as: How? Why? and What if? These help you to examine methods and processes, reasons and causes, and the alternative options. For example, if you are reading a journal article, you might ask:

• How was the research conducted?
• Why are these theories discussed?
• What are the alternative methods and theories?
• What are the contributing factors to the problem?
• How might one factor impact another?
• What if one factor is removed or altered?

Asking these questions helps you to break something into parts and consider the relationship between each part, and each part to the whole. This process will help you develop more analytical answers and deeper thinking.

Finally, you come to the evaluation stage, where you will ask 'so what?' and 'what next?' questions to make judgments and consider the relevance; implications; significance and value of something.

You may ask questions such as:

• What do I think about this?
• How is this relevant to my assignment?
• How does this compare to other research I have read?

Making such judgments will lead you to reasonable conclusions, solutions, or recommendations.

The way we think is complex. This model is not intended to be used in a strictly linear way, or as a prescriptive set of instructions. You may move back and forth between different segments. For example, you may ask, 'what is this about?', and then move straight to, 'is this relevant to me?'

The model is intended to encourage a critically questioning approach, and can be applied to many learning scenarios at university, such as: interpreting assignment briefs; developing arguments; evaluating sources; analysing data or formulating your own questions to research an answer.

Watch the ‘Thinking Critically at University’ video for an in-depth description of a critical thinking model. View video using Microsoft Stream (link opens in a new window, available for University members only). The rest of our Critical thinking pages will show you how to use this model in practice.

This model has been adapted from LearnHigher under a Creative Commons BY-NC-SA 3.0.

Study Skills Support

University of Sunderland

Critical Thinking, Reading and Writing

Critical thinking is a skill that you will need to apply to all aspects of your studies including reading, and academic writing. Below you will find some links to guides that will be useful.

• Introduction to reading critically .

Reading for your studies is different to reading for pleasure. Here we we look at three types of reading that you can do to decide what to read and once you’ve chosen what you’re going to read how to read it effectively.

Applying the Plymouth Critical Thinking Model to your reading.

• A guide to critical thinking (including Plymouth Model of Critical Thinking) .

A useful model from Plymouth University that suggests critical questions you can ask. You can apply this method  to reading, planning your assignments and academic writing.

Watch our video to find out how the model works:

• Improve your academic writing (Study Skills Support) .

Helps you boost your academic writing skills and takes you step-by-step through the editing and proofreading process.

Visit the  Study Skills web page for more guides and support.

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Critical Thinking

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Online learning for students

As the university moves to online teaching, we know that many students will be wondering what this means for their learning.

What to expect from online learning

Depending on your programme, lectures will be delivered online while smaller group sessions might happen on campus or/and online. Some teaching online will be synchronous (it happens live) and some will be asynchronous (pre-recorded so you can work through it in your own time). You will most likely experience a combination of both.

Your online lectures, seminars and group discussions will be designed to help you make the most from your study:

• Sessions may start with informal activities, open discussions or quiz polls. They may also require that you watch some pre-recorded material first.
• Your tutor might ask you to work on tasks in smaller groups in online breakout rooms . If you’re unclear about the task, ask for clarification before moving to breakout room. Once in breakout room, take on different roles: timekeeper, recorder, reporter , etc., so you can complete the task effectively together. Make sure to write down all the points you produced, so you can share your ideas when you return to the main session.
• Use the screen share function to share work on your computer.
• The chat function will allow you to post your comments and questions.
• It may be much easier to get distracted online so turn off your notifications during sessions and try to stay focused.

Take advantage of online spaces

Learning online is different from in person but can also provide unique opportunities for you to engage with your programme from the comfort of your home. Staying connected with your teaching team, support services and your peers will be the key to your success. 

• If you’re heading to an online video space, remember, everyone is feeling a bit nervous, not just you. We’re all in this together.
• Find out when your lecturers and support staff are dedicating time for you to contact them. If you’re clear when you can get in touch and how, you’ll feel more prepared and less isolated. 
• If you are watching pre-recorded sessions you can still follow them up with questions and chats on your module forums.
• Use videoconferencing outside of class-time too . Try online chats with your classmates; initiate virtual study sessions or head to your PALS session. It’s important to feel connected to the rest of the group.

Independent study time 

We know that in the transition to university, students find themselves unclear how to use their independent study time effectively. You are given more responsibility for your learning, but with multiple assessments, deadlines and projects to juggle, you may also experience a productive struggle. Try some of the following approaches:

Find your motivation. External motivation (e.g. good grades) is much less effective than internal motivation (e.g. I want to become better at…), so identify your ‘why’. Knowing the reasons behind what you do can give you sources of determination you never knew you had. Use your skills, passions and interests to stay focused on your goals and make the most of your university study.

Establish a routine. Not having one can be not only mentally draining but also prevent you from using your time and resources well. Think about when you work best and plan your tasks around it. Consider your priorities for the day, make a list of things you need to get done, and break your day into chunks with clear goals. Don’t forget to take breaks.

Engage in deep thinking. Critical thinking is a valued part of every assessment, so it’s worth striving to become a better thinker. Schedule dedicated time and space to think conceptually (looking for inconsistencies, questioning assumptions, rejecting the obvious answer) and creatively (trying different approaches, accepting that there might not be one ‘right’ answer, asking ‘but why’). Don’t forget to write down your thoughts and ideas.

Consider your digital wellbeing

Online assessment.

• Demonstrating your application of knowledge
• Showing your analysis and understanding of topics
• Meeting the learning outcomes of the module
• Quizzes and online activities on the DLE
• Narrated PowerPoints instead of live presentations
• Digital posters and learning objects
• Peer assessments and group tasks
• Using videos for performance
• Open book exams.

Evaluate your learning

• Briefly summarise what you have learnt
• Think about what you found easy and what was challenging
• Ask meaningful questions about the topic. What else do you want to know now?

Frequently asked questions

How can i get the most out of online learning.

• Show up to class when it’s timetabled to be live (both in person and online). If you’re not comfortable on camera, just switch it off, but don’t use it as a reason not to be there.
• Engage with the online learning activities assigned by your tutors and try not to fall behind with scheduled tasks. Online learning relies on your independent study skills.
• Make sure you watch all relevant pre-recorded material (eg. lecture content) before attending group discussions.
• Online sessions are as valuable as face-to-face ones so prepare for them as you normally would for class.
• Focus on your reasons for learning and review your progress and goals regularly. Find your motivation to do well – you can do this!
• Make a timetable with deadlines and plan your tasks so you can work on them incrementally. This will allow you to avoid last minute panic.
• Seek support and constant growth. We are all lifelong learners and looking for ways to do things differently or more efficiently can be very satisfying. Reach out to the Writing Cafe or your designated Learning Developer for tips on how to further improve your academic performance.
• Take the time to review and reflect on your approaches to the online learning; consider if they are working for you. Are you taking notes, are you getting useful feedback, is your time management effective, are you learning in the way you expected to?

How do I create a successful learning space at home?

Everyone is different and has their own learning space requirements, so think about where in your house you feel comfortable and how you learn most effectively. Creating your own learning environment may involve reorganising, decluttering and noise reduction, but also decorating the designated area with items that will encourage learning and growth. It should be well-lit, functional and comfortable, and it must work for you .

How will I interact with my classmates?

• You could organise regular study sessions with others on your course through Zoom, Skype or MS Teams, to allow you to discuss recent lecture content remotely but also catch up with each other.
• Using group chats can help you discuss and debate your subject with other students, ask questions, plan your work and share resources.

What do I do if I am struggling with online learning?

The online environment is different to learning on campus, so it’s perfectly normal to feel unsure about it, especially at first. 

Look after your digital wellbeing (check out our tips above). Think about all the skills you’re learning in order to navigate this online world – they will certainly enhance your employability. Focus on the advantages to learning online; for example, it gives you a lot of flexibility regarding when to access the material as resources are often recorded. 

Important: if you are struggling with the online learning, don’t suffer in silence but seek help and support from your lecturers, your personal tutor, or contact Student Services. You are not alone.

What support is available to me online?

Student Learning Services are here to support you with your academic study while learning online. We have a range of services to help, including:

• Our Digital Writing Café  
• Online Open Hours with Learning Developers for your Faculty
• Writing Tutorials
• Digital Resources including study guides and short videos designed to develop your academic skills and boost your confidence

Do I need a laptop for my course and can the university support me in buying one?

We recommend that all students have access to their own technology to access their programme in 2020/21, including the right hardware (e.g., a laptop), software and connectivity (e.g., broadband).

• Minimum specifications for basic processing (enabling the use of university web-based systems and general-purpose applications, such as Office 365): Intel Core i3, 8GB RAM, SSD storage, Full HD display or equivalent, Windows 10.
• Recommended specifications for students intending to run a variety of software applications : Intel Core i5, 16GB RAM, SSD storage, Full HD display or equivalent, Windows 10.
• Specialist specifications: if your programme requires the use of applications which are compute- or graphics-intensive (e.g., CAD, Gaming and Film/Design), you may need a higher specification computer. In this case, please contact your programme team for advice.

The university provides a remote desktop access service to PCs on campus. This enables students to access the full suite of university software from their own device without travelling to campus.

Take advantage of our study guides

Get helpful tips on a wide range of topics, from improving your notemaking and writing essays, and ways to improve your organisation skills and planning presentations.

• Building an argument
• Critical thinking
• Model to generate critical thinking
• Presentations
• Reading effectively
• Reflective writing
• Writing essays
• Revision and exams
• Online open book assessment guidance for students

Meet the learning development team

Dr Christie Pritchard

Associate dean - education and student experience, learning development, writing fellows, pals and writing cafe.

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Learning development advisor, faculty of arts, humanities and business.

Dr Matthew Mesley

Faculty of health and human sciences.

Dr Jason Truscott

Faculty of science and engineering.

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Project manager.

Mr Josh Manning

Peer learning specialist.

Shibani’s blog

Critical analysis for researchers

A critical approach is often needed for researchers when it comes to reading, writing and analysis of research articles. Being critical is not to find faults, but rather to ask questions and evaluate the reliability of what is stated. Here’s some useful information from a UTS session on ‘ Critical Analysis – What is it and Why is it important for Researchers?’ 

• There’s often not one absolute right or wrong answer, or one correct interpretation.
• Can you make an outline of it?
• Can you identify the evidence or reasoning that supports it?
• Are they supporting it, challenging it or simply stating it?
• What sort of language do they use?
• How the paper’s argument has been structured
• How the authors discuss or refer to the work of others
• How diagrams and other non-verbal elements (if any) have been used
• Ask questions. It is important to question the evidence behind arguments, ideas and decision making
• Aim to address most, if not all of the below questions for your research: (Source: https://www.plymouth.ac.uk/uploads/production/document/path/1/1710/Critical_Thinking.pdf ):

Some practical advice for critical writing

• Move beyond describing knowledge and facts to questioning, analysing and evaluating knowledge.
• Put boundaries to your research.
• Acknowledge what remains problematic or unresolved (Limitations/ Future Work).
• Provide claims with support, do not generalise (E.g. “Most authors agree..” – Who are these authors?).
• Stick with the same terminology throughout all chapters.
• Put evidences in tables to highlight them and to avoid descriptive text.
• Give signals to readers and help them read through – by outlining mini introductions for each section and signposting to move from one chapter to another.
• Identify the key arguments and relationships between authors in your literature review.
• When integrating arguments from different sources, paraphrase them.
• Support your key arguments with more references.
• Include how you added more knowledge in the final chapter.
• Add recent references during submission by including more recent work done, which did not previously exist in your initial literature review.
• http://writing.utoronto.ca/advice/reading-and-researching
• http://uq.edu.au/student-services/learning/reading-critically
• http://www.ccp.rpi.edu/resources/critiques/
• https://www.plymouth.ac.uk/student-life/services/learning-gateway/learning-development

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