Critical Reading and Writing for Postgraduates 5/e

Mike Wallace is a Professor of Public Management at Cardiff Business School, Cardiff University. From 2009 to 2012 he was the Economic and Social Research Council's Strategic Adviser for Researcher Development. His research on managing change in the public services is reported in many books and academic journals. He is co-author, with Eric Hoyle, of the book Educational Leadership: Ambiguity, Professionals, and Managerialism (Sage, 2005), lead editor, with Michael Fertig and Eugene Schneller, of the book Managing Change in the Public Services (Blackwell, 2007), and lead co-author, with Michael Reed, Dermot O'Reilly, Jonathan Morris, Michael Tomlinson and Rosemary Deem, of the book Developing Public Service Leaders: Elite Orchestration, Change Agency, Leaderism, and Neoliberalization (Oxford University Press, 2023). His contribution to teaching at Cardiff centres on the design of postgraduate research programmes incorporating research methods training. Alison Wray is Emerita Research Professor of Language and Communication at Cardiff University. One of her main research areas is lexical storage and processing, particularly formulaic expressions, applied to language learning, evolution of language and language disability. She has also extensively researched communication in the context of dementia. Her major monographs, Formulaic Language and the Lexicon (Cambridge University Press, 2002), Formulaic Language: Pushing the Boundaries (Oxford University Press, 2008), and The Dynamics of Dementia Communication (Oxford University Press, 2020), are internationally acclaimed and award-winning. She has also written the scripts for three animated films used for training dementia carers. She has a longstanding commitment to researcher training and the development of academic expertise and is lead author of the popular undergraduate textbook Projects in Linguistics and Language Studies (Hodder, 2012).

Part 1: Becoming a Critical Reader and Self-Critical Writer Chapter 1: What it Means to be Critical Chapter 2: Making a Critical Choice Chapter 3: A First Look: Interrogating Abstracts Chapter 4: Getting Started on Critical Reading Chapter 5: Getting Started on Self-Critical Writing Chapter 6: Creating a Comparative Critical Summary Chapter 7: Developing Your Writing Skills to Communicate Effectively Part 2: Developing an In-Depth Analysis Chapter 8: A Mental Map for Critical Reading and Self-critical Writing in Depth Chapter 9: Tools for Thinking - Concepts and their Combinations Chapter 10: Ways of Thinking - Philosophical Positions Chapter 11: Reasons for Conducting the Research - Intellectual Projects Chapter 12: Knowledge Claims - Creating Different Types of Literature Chapter 13: Key Claim Characteristics - Certainty and Generalization Chapter 14: Developing a Critical Analysis of a Text Chapter 15: A Worked Example of a Critical Analysis Chapter 16: Developing Your Argument in a Critical Review of a Text Chapter 17: Writing a Comparative Critical Review of Several Texts Part 3: Putting Your Critical Reviews to Work Chapter 18: Focusing and Building Up Your Critical Literature Review Chapter 19: Integrating Critical Literature Reviews into Your Dissertation Chapter 20: Critical Literature Reviews in Alternative Dissertation Structures Chapter 21: Tools for Structuring a Dissertation Chapter 22: Using the Literature in Research Papers, Oral Presentations and Posters Chapter 23: Understanding your Supervisor's Feedback