What is Critical Writing?
Whilst it is essential to engage in critical reading and thinking as part of your research, you must also demonstrate that you are able to reflect on what you have read. The only way you can prove this is by ensuring your writing is analytical and critical rather than descriptive or exploratory.
Critical writing has a clear argument and purpose which is supported by research.
It compares, contrasts and synthesises information and clarifies the importance of some data over other. It provides arguments and ideas that are supported by evidence drawn from the facts and data.
Becoming a Critical Writer
When it comes writing, you will need to demonstrate the analysis and critical thinking that you have done in your reading and note making:
Firstly, consider what the texts says: what are the facts, examples and data presented?
Secondly, what is your analysis of the information? Show your understanding, but also how you have developed your argument.
Lastly, consider the implications of your analysis and how it connects to your argument.
From Descriptive to Critical Writing
Many students lack a critical aspect to their writing and instead produce writing that is too descriptive. By being critical we do not merely reproduce the narrative of our information source, nor do we focus on all we consider to be wrong, rather we reflect on the impact of the information in terms of context, content and relevance for your current study.
How to write critically
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Moving from descriptive to critical
It is important to recognise the difference between description and analysis.
Descriptive writing provides an account of a situation but does not draw any conclusions or implications.
While some descriptive detail is important to set the scene or provide background information, critical or analytical writing is where the marks lie.
Analytical writing calls for an interpretation of facts, events and data. You need to compare, contrasts and evaluate information.
Common characteristics of descriptive and critical writing. Descriptive Critical Aims to inform Aims to convince Demonstrates knowledge Uses knowledge to make an assertion States what happened Identifies the significance of what has happened States the characteristics of something Evaluates the strengths and weaknesses of these characteristics Presents opposing information Weighs one piece of information against another Explains what a theory says Shows why a theory is relevant or suitable Explains how something works Indicates why something will work Notes the method used Indicates why the method is appropriate or suitable Says when something occurred Identifies why the timing is important States the different components Weighs up the importance of component parts States options Gives reason for the selection of each option Lists details Evaluates the relative significance of details Lists in any order Structures information in order (e.g. of importance) States links between items Shows the relevance of links between pieces of information Gives information Draws conclusions Adapted from: Cottrell, S. 2019. The Study Skills Handbook. 5th edn. London: Macmillan, p.354.
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Ways to embed criticality
While the structure of an essay might be familiar to you, at University we are required to go beyond replicating information, and add complexity to our writing.
There should be a critical thread running throughout your essay, from the way you interpret the question, right through to writing your conclusion. Below is a list of some techniques you can use to embed criticality in your writing.
Techiques to embed criticality in your writing Element Critical Component Your title and task Interpreting what you are being asked to do and how to approach it, exhibits your critical thinking. Show your evidence All ideas or comments should be supported with good evidence. Use reliable sources Ask questions about the provenance and quality of your sources. Ensure you apply the CRAAP tool to evaluating your sources. Apply your understanding A good critical thinker will apply their reading to the question, and not just describe the information. Use of Quotes Only provide quotes for key information and do not over use quotes in your written work. Make sure you don't just provide the quotation, but tell your reader why it is important, or how it supports your argument. Paragraphs Each paragraph should provide one key point, supported by evidence and analysis/synthesis. The argument should also acknowledge alternative points of view and counter-arguments. The Introduction Communicate your argument and how you plan to respond to the question, use a thesis statement and roadmap. The Conclusion Should reinforce the response to your question. Illustrating how you have answered it. Use of language Transitional language will help demonstrate cohesion and coherence in your writing. Use signaling and sequencing vocabulary to show the progression in your argument. Showing your criticality
You can use a simple, three point strategy that will help you break down your writing and effectively embed analysis and evaluation.
It Says/ I Say/ And So are strategic questions to consider when writing.
They respectively express the descriptive, analytic and evaluation components of written work.
When writing always ensure that you don't have too much descriptive element (It Says).
Three point strategy for embedding analysis and evaluation
It says/ Description - These are the facts , the data, evidence and information to support your opinions.
I say/Analysis - This is your analysis that shows your understanding and guides the reader through your thinking process.
And so/Evaluation - This outlines the implications of your analysis and how it connects to the rest of your writing.
Worked example for embedding three point analytic strategy
In the worked response below you can see how descriptive, analytical and evaluation elements can be embedded in your writing:
Ulster University Student Success Centre was launched in 2023, to enhance students’ development in academic and study skills. With student numbers increasing and widening participation strategies, a more diverse student body needed additional support in academic skills development. The Centre’s focus would allow a sustainable and scaffolded approach to literacy instruction and student attainment (Delaney 2024).
It says/ Description - Ulster University Student Success Centre was established in 2023, to complement teaching and boost students’ skills development for Higher Education. (Delaney 2024)
I say/Analysis - With a rapid growth in numbers and widening access, the homogeneity of the student demographic has changed and additional support is required for students. (Delaney 2024)
And so/Evaluation - The Centre’s initiatives, services and resources will potentially impact students at their point of need and aid retention, progression and attainment.
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Developing critical paragraphs
We previously examined what a critical analysis and synthesis is. When producing a paragraph of writing , a clear, critical argument should be illustrated.
Note how the structure of the paragraph is important in conveying your opinion. While much of the content is from sources, your own opinion still comes across clearly.
Showing criticality in a paragraph Structural Element Purpose Example Topic Sentence This opening topic sentence introduces a new sub-topic; it also clearly states the writer's idea, while citing a number of sources which support this idea. A significant reason for students not engaging with academic support services is stigma and being perceived as academically weak (Doherty 2022, Diffin 2024). Example or Evidence This sentence gives an example to back up the key point made in the opening sentence of the paragraph. This can be a significant barrier for students seeking assistance. Students fear being judged when seeking advice, and some students may come to university with a mindset of self-reliance, believing that seeking help implies weakness (Carlin and Delaney 2021). Explanation-
Analysis/synthesisThis sentence shows how the example relates to the point being made. The fear of judgment or the belief that seeking help implies incompetence can create a sense of shame or embarrassment. This perceived stigma might be rooted in societal expectations of independence and self-sufficiency, making it challenging for individuals to acknowledge and address their academic struggles openly (Flood 2023). McQuilkin (2023) suggests it is crucial to recognize that seeking academic support is a proactive and responsible approach to your education, highlighting a commitment to personal growth and success. Concluding sentence This sentence provides a conclusion to the point being made, showing the possible implications or solutions of a problem.
Overcoming the perceived stigma requires fostering a culture that normalizes seeking help, emphasizing that everyone, regardless of academic proficiency, can benefit from additional support and resources (Sturgess and Reynolds 2022, De La Torre 2023). Although stigma is a significant barrier to students’ engagement, it is also important to recognise that the demanding nature of academic schedules and extracurricular commitments can make students hesitant to allocate time for support services.