Skip to Main Content

Critical writing for Postgraduate Taught students: A short guide

A short guide to critical writing from the ASC

When do you use these different kinds of writing?

 When do you use different kinds of writing?

Descriptive witing - when to use it:

  • Introduce
  • Present facts e.g. a case study
  • Describe how an experiment was carried out
  • List details e.g. resources used
  • Outline areas of knowledge
  • Quote from writers in the field
  • Provide information or data
  • Summarise.

 

Critical writing - when you need to:

  • Organise and evaluate evidence
  • Make comparisons between materials
  • Analyse why something did not work
  • Apply your own judgements
  • Make links between areas of knowledge
  • Weigh up alternatives
  • Evaluate/ argue/contest
  • Draw conclusions

Getting the balance right

Critical writing depends on the subject with which you are engaging. For instance, compare the following.

Discipline Film Studies Geography Business Studies
Topic Can Tarantino really be described as an auteur? Is it possible to contain coastal erosion along the Norfolk shoreline? What lessons has the NHS learned from hospital PFI contracts thus far?

Each of the three disciplines has its own discourse and its own mode of critical writing. Critical writing, like all the rest of academic writing, exists in particular subject context. You can only learn to write critically within a given context or discipline. Consequently, this guide simply provides a brief overview.

Getting the balance right:

Academic writing often requires some element of both descriptive and critical writing in the same document. The descriptive writing helps provides the structure for critical thought.

It is usually the level of critical analysis in your essay that markers seek, and it is critical analysis that will gain you more marks. Consequently it is so important to be clear about the way in which the marks will be allocated.

How can you improve your critical writing?

Figure 1 below, from the University of Plymouth, provides you with some very simple questions to ask yourself as you are writing each assignment.

At postgraduate level, it is extremely important to seek feedback from your tutors, so that with each assignment, you become progressively able to engage with the subject discipline.

Graphic of Critical Questions A Linear Model

Figure 1. Critical questions: a linear model (Plymouth University. Learning Development Unit, 2010)

Breakdown of Figure 1:

Description

Introductory and background information to contextualise the problem/topic

  • What?
    • What is this about?
    • What is the context / situation?
    • What is the main point / problem / topic to be explored ?
  • Where?
    • ​Where does it take place?
  • Who?
    • Who is this by?
    • Who is involved?
    • Who is affected?
    • Who might be interested?
  • When?
    • When does this occur?

Analysis 

Exploration of relationship of parts to whole

  • How?
    • How did this occur?
    • How does it work - in theory? - in practice / context?
    • How does one factor affect another? Or,
    • How do the parts fit into the whole?
  • Why?
    • Why did this occur?
    • Why was that done?
    • Why this argument / theory / suggestion / solution ?

Possible situations and alternative responses

  • What if?
    • What if this were wrong?
    • What are the alternatives?
    • What if there were a problem?
    • What if this or that factor were - added? removed? altered?

Evaluation

Implications, Solutions, Conclusions, Recommendations

  • So What?
    • What does this mean?
    • Why is this significant?
    • Is this convincing? Why / why not?
    • What are the implications?
    • Is it successful?
    • How does it meet the criteria?
  • What next?
    • Is it transferable?
    • How and where else can it be applied?
    • What can be learnt from it?
    • What needs doing now?
Accessibility statement