1. Scholarship Work Shop 2: Critical Thinking and Writing

2. Aim O Aim of the session is to extend our understanding of critical writing strategies. Apply a critical writing model to a health promotion theme.

3. Learning to think for ourselves.. O Some fool once said, “The earth is round!” People shot down that conclusion without even looking at the supporting premises. “Of course it isn’t,” they shouted back. “That makes no sense!” Others tried to refute the claims. “The Earth can’t be round,” they put forth. “The ground is flat. See?”

4. Overview O What is critical thinking? O Essay Structure O Court Room Battle

5. What is Critical Thinking? O Health and Physical Education in the New Zealand Curriculum defines critical thinking as "examining, questioning, evaluating, and challenging taken-for- granted assumptions about issues and practices" and critical action as "action based on critical thinking" (page 56).

6. Essay structure O Essential elements include: - Introduction - Body - Conclusion - Reference List

7. TIPS ON HOW TO STRUCTURE A SCHOL ANSWER INTRO Positives Minuses Issues/ Bias Suggestions CONCLUSION

8. Introduction Don’t just reword the introductory paragraph – say something different! Use the information/ statistics given to you in the introductory paragraph. State in this paragraph what you know; what would you like to know and what is missing.

9. EXAMINE ALL SIDES OF THE ISSUE POSITIVES Presents the positive view points; i.e. what do you agree with in the statement put forward. Back up with quotes, research and your own experiences to show depth of understanding. (May include SPEECH influences, and use OPV).

10. MINUSES Examines a negative view point. What do you disagree with in the statement? Looks at weaknesses and who is to benefit from such a statement. Points out errors of logic or show that the conclusion does not necessarily follow. When disagreeing with something start, “I can think of another way of looking at it / alternative explanation” or “that may fit some peoples values, however….”

11. Let’s get critical & creative… Issues/ Bias & suggestions ISSUES Examines any bias that may exist. Challenges validity of figures, backed up with quotes. CHALLENGE ASSUMPTIONS: Are there any blanket terms used in the paragraph or question? Start by defining these terms and challenging there use in the statement. Are extrapolations used at all i.e. statements that take a trend forward and assume the trend will continue.

12. SUGGESTIONS What are some initiatives, new ideas, alternatives, you or others have about helping this issue move forward or be improved.

13. CONCLUSION Begin…” I am now going to conclude by reflecting on the major points I have discussed”. …. Reach a valid judgment…. In my opinion after examining a range of points I…. If data is used in the question, use this data to back up your answer.

14. Finally….For all points raised use S.E.DE.C Make sure you are not just listing facts or ideas, that you link your ideas, data, interpretations into a coherent paragraph! (S) make a valid statement, or say in my opinion… (E) Explain what you mean by this statement (how and why). (DE) Give a detailed example backed up with evidence. (C) Conclude how this evidence relates to your statement. Use quotes, don’t just regurgitate them. If using a direct quote follow with “I would choose to take this quote literally….” Make sure you put course work knowledge into your answers where necessary. It is important that you are familiar with what you did this year!

15. Health Promotion O Health promotion encourages students to make a positive contribution to their own well-being and that of their communities and environments. O Models - Behavioural Change model - Self empowerment model - Collective action model

16. Court Room Battle O Consider the following scenario describing how some Year 13 students attempted to put the theory of health promotion into practice: …….. O Critically evaluate whether the action of the Year 13 students in the scenario is a good example of health promotion practice that aims to influence the participation of others.

17. So how do you think critically to think more creatively? Here are a few quick tips: O Little Details Matter O Question the Authorities O Sweeping Away Statements O Scarecrows and Straw Men O Let Down Your Guard

18. The end..