DP

Critical Thinking About Literature (Lecture Notes)

Overview and origins

  • Presentation topic: critically thinking about literature; informal, extemporaneous style similar to classroom delivery
  • Influences: Robert Deani, editor of a late textbook used in class; his approach to critical thinking applied to studying literature
  • Purpose: provide a process for extracting information from a text; not perfect but effective; intended to help students perform well
  • Connection to course practice: aims to share Deani’s contributions and integrate them into literary study

Core definition and sourcing

  • Angelina College definition introduced: critical thinking is the dynamic process of questioning preconceptions and biases through the Gathering and evaluation of data to reach new conclusions that consider realistic implications and consequences
  • Notes on terminology: the definition contains many rich concepts (referred to as million-dollar words); each term could be explored in depth
  • Campus context: Angelina College previously ran a campus-wide initiative (described as an equality enhancement plan) to raise awareness of critical thinking among students

Key concepts to unpack from the Angelina College definition

  • Dynamic process
  • Questioning preconceptions and biases
  • Gathering and evaluation of data
  • Reaching new conclusions
  • Realistic implications and consequences
  • The phrase million-dollar words indicates that individual terms imply a lot of complexity beneath the surface

Dynamic process explained

  • Dynamic means the process responds appropriately to the situation
  • Critical thinking is a process that should be adaptable and flexible, not static or rigid
  • It should be revisable as circumstances change to improve accuracy and reliability
  • Dynamic contrasts with static or rigid thinking; adaptability increases usefulness and trustworthiness

Questioning preconceptions and biases

  • You begin with biases and preconceptions as you encounter a situation
  • The process requires actively questioning whether those biases are appropriate in the given context
  • Questioning does not automatically require changing your stance, but awareness is essential for better judgment
  • Purpose: prevent blindness to alternative solutions or interpretations

Gathering and evaluating data

  • Collect information relevant to the issue at hand
  • Evaluate data to support conclusions; analysis is essential
  • Renewal of conclusions can occur when new data or new perspectives are considered
  • The goal is to arrive at conclusions that are supported by evidence and fair reasoning

New conclusions and realistic implications

  • Conclusions should consider realistic implications and consequences, i.e., think forward about how findings affect future outcomes
  • In literature, this translates to anticipating implications for characters, plots, themes, and moral or ethical dimensions
  • The emphasis is on finding meaningful and practical conclusions, not merely guessing

Critical thinking in the study of literature

  • Critical thinking involves more than just questioning words on a page; it moves toward interpretation and meaning
  • It takes you beyond the surface/literal wording toward ideas, themes, and the underlying message
  • Literature often does not state its meaning explicitly; critical thinking helps uncover deeper significance
  • The goal is to assert meaning and share truth with oneself and others through careful analysis

Notions about fault-finding and the nature of criticism

  • The term critical is often misinterpreted as fault-finding; in practice, it is about finding what is important and essential
  • An analogy: a person in a critical care unit is being assessed for essential treatment; critical thinking similarly identifies essential elements in a text or argument
  • Critical thinking is a deliberate skill, not a passive or automatic habit

Critical thinking as a learnable skill

  • It is not something you are born with; like any disciplined skill, it requires practice and instruction
  • The analogy with writing: you are not born writing; you learn the alphabet, rules, and conventions; similarly, you learn the building blocks of critical thinking (reasoning, fact-finding, evaluation)
  • With deliberate practice, you improve your ability to reason and question in literary analysis and beyond

Beyond the literal: reasoning in literature

  • Critical thinking in literature pushes analysis beyond surface details
  • It engages with ideas, interpretations, and meanings embedded in the text
  • The process helps uncover multiple layers of meaning that may not be explicitly stated

Applications and real-world relevance

  • The study of literature as a training ground for thinking clearly and arguing effectively
  • Practical value in future careers where interpretation of data and persuasive communication are essential (e.g., management, business, policy)
  • You may encounter scenarios like analyzing survey data, interpreting customer feedback, or identifying necessary organizational changes
  • The skill set supports both written and oral communication and the ability to present a reasoned case

Evidence-based argumentation

  • Critical thinking relies on evidence, not solely on feelings or imagination
  • You must learn how to gather, organize, and present evidence convincingly
  • The use of quotations, citations, and explanations is important to demonstrate relevance and to connect data to conclusions
  • Explaining how a quote or citation supports a claim is essential to building a persuasive argument

Citations, quotes, and explanations in practice

  • In literary study, you will practice using quotes and citations with explanations that link them to your interpretation
  • You should show the significance of each piece of evidence and explain the implications of your interpretation
  • The goal is to persuade others by clearly articulating how the evidence leads to your conclusions

Practical examples and career-oriented scenarios

  • Managerial example: use surveys (customer or employee) to identify issues and determine what needs to change
  • Suppose you identify a problem from survey data; you must reach a conclusion and explain what should happen next based on evidence
  • This process helps you communicate your findings to diverse audiences (boards, executives, teams) and drive action

Structure and communication skills

  • The approach strengthens both written and verbal communication
  • You will present data, explain its relevance, and outline recommended actions
  • Effective communication involves not only presenting data but also guiding the audience to the desired conclusion through logical reasoning

Part I wrap-up and transition to Part II

  • This presentation segment covers Part One
  • Part Two will continue to build on these ideas and practices
  • Emphasis on practicing evidence-based reasoning, interpretation, and persuasive communication in literary study and beyond

Contextual notes about sources and purpose

  • The material reflects a classroom-centric approach to critical thinking in literature
  • It emphasizes a practical, repeatable process for analyzing texts and communicating findings
  • It situates critical thinking as a bridge between reading literature and applying analytic skills to real-world tasks