what is an example of synthesis in critical thinking

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Critical thinking: analysis and synthesis.

• History and Mystery with Harriet Tubman

before you start How do you think learning more about context can help you better understand immigration issues?

1. Critical Thinking: Analysis and Synthesis

In the past two challenges, we’ve been working with a critical thinking process to investigate historical questions. In the Knowledge step, we break a research question down to help focus the investigation. In the Comprehension and Application steps, we examined sources and then put them into conversation with one another to identify connections and corroborate facts. In this challenge, we’re going to finish the critical thinking process by going through the Analysis and Synthesis steps.

• take a position that answers your research question,
• include evidence (from both primary and secondary sources) that backs up your answer, and
• tell your reader why or how your evidence supports your argument.

Argument A set of reasons that support or oppose an idea or action. 1a. Analysis In the Analysis step, you’re going to take a fresh look at the sources you’ve chosen. You probably have an idea by now about how you want to answer your research question. Think about which pieces of evidence will provide the strongest support for the position you’re taking. Consider how you might use details from your sources to illustrate your main points.

As you think about your sources one more time, you’re really planning out your argument. This is when you’ll want to figure out where you’re having difficulties connecting your evidence with your research question. If your analysis shows that you can’t support your argument with the sources you have, now is the time to either keep investigating or revise your answer to the research question.

1b. Synthesis The word synthesis means to form something new out of different parts. That’s what you’re doing in the last step of the critical thinking process: creating an argument out of evidence from your sources and your own analysis of what you’ve read. Remember, a historical argument needs not only a position that answers your research question, but also evidence from your sources and your own explanation of how that evidence supports your position.

hint It’s a great idea to draft your argument before a final project is due.

2. History and Mystery with Harriet Tubman

Have you ever been confronted with two versions of the same story? It can be hard to know which to believe, right? Historians and students of history often face the same challenge. In this Sophia Story , biographer and historian Kate Clifford Larson walks us through important moments in Harriet Tubman’s life and reveals the critical thinking steps she took to determine their historical accuracy.

Video Transcription

[MUSIC PLAYING] [VOCALIZATION]

Harriet Tubman is an American hero. She holds a unique place in the history of the Underground Railroad, and she is the first American woman to lead an armed raid during battle.

But until recently, her past was shrouded in mystery.

We didn't know much about what went into creating that human being that risked her life to fight for freedom.

This determined biographer use critical thinking steps to crack the case.

My name is Kate Clifford Larson, and I'm an historian, author, and consultant. I wrote a book called Bound for the Promised Land-- Harriet Tubman, Portrait of an American Hero.

Kate also served as the historical consultant on the 2019 film, Harriet.

The story of Harriet Tubman first captured Kate's imagination years ago, when she was still a University student.

I wanted to know more about her. I decided to go to the library. And all I could find were two 19th century biographies, and then one written in 1943. I said, is this possible? She's so famous. Someone must have written about her since the 1940s. And in fact, no one had.

That's when Kate decided she would write a modern biography of Harriet Tubman.

The old biographies focused on Tubman's escape from slavery and work as a conductor on the Underground Railroad.

Once she achieved her own freedom, Tubman returned south about 13 times and rescued 70 family and friends.

During the Civil War, Tubman led an armed raid up the Combahee River. They routed out rebel forces. They burned down plantations, and they liberated 750 people.

But not all of Tubman's story had been chronicled.

Most of her early life was missing from the historical record-- where she was raised, who raised her, who influenced her. Those are important questions.

So Kate set out to uncover Harriet's mysterious past. She would need to use key steps of critical thinking to do it. First, she had to gather knowledge. She started by forming a question.

The overarching main question is how Tubman became this extraordinary human being. I needed to know where she acquired the abilities that she had. They had to come from things that she had learned from her family and the community that she was raised in.

Kate's next step was to increase her comprehension. She began searching for information about Harriet's family.

I traveled to Maryland, where she was born and raised. And I found records in the courthouse. Enslaved people were passed down as property in wills, in probate records, estate records. So those records are part of courthouse documentation.

Kate's diligence paid off. She began uncovering details of Tubman's early life that had never been explored.

I discovered that Harriet Tubman's parents were enslaved by different masters. When Harriet was a small child, her enslaver took her mother and her siblings away from their father. So the family was separated.

When Harriet was a teenager, her enslaver hired her out to a family that lived in Madison, Maryland. But I had no idea who the family was, or where Madison was.

Again, Kate turned to the court records.

They lived in a maritime community, on the water, in a small bay. They had shipbuilding business. They had thousands of acres of forest that needed to be cut.

For her next step, Kate took to the land to analyze how Harriet's move and her relationship to her father might have impacted her.

Going to Madison was really important, so that I could walk that landscape and see where this family lived. It turned out that Tubman's enslavers lived not too far from where Harriet Tubman's father lived. He was a lumberjack, a timber foreman, a leader in the community. He had many, many survival abilities. And in Madison, Harriet and her father were able to spend time together. She worked on a timber gang with him.

Next, Kate began to synthesize what she'd learned.

Being near her father afforded her the opportunity to learn how to survive in the woods, how to read that landscape, how to travel through it and negotiate it, how to feed yourself and keep yourself warm or cool, protect yourself from predators and disease.

Kate now understood the role of Harriet's father. Continuing to synthesize, she realized something else. Right on the Madison waterways, where Harriet had moved, a well-known Underground Railroad network was known to have operated.

Black mariners that came in and out of the docks carried messages secretly back and forth from disparate African-American communities around the Atlantic seaboard, about freedom, what was going on, who was fighting for the end of slavery. And I realized the Black mariners, they could teach her how to read that night sky, and follow the North Star and many other constellations.

Kate's critical thinking steps had led to a breakthrough about the forces that shaped Harriet Tubman.

Moving to Madison that changed her life. In Madison, she learned the abilities that she used on the Underground Railroad and in the Civil War. Those abilities were crucial to her survival and her success. That's what she gained from living there and learning from her father and the black mariners.

With this new understanding of Harriet's origins, Kate was ready for her last step-- to take action and write her book.

The information that came out of court records, and then the history of the time period, the landscape of her life-- I put that all together to develop a narrative of her life.

Published in 2003, Kate's book is considered by many to be the definitive biography of Harriet Tubman.

When we look at historical figures, it's important to know where they came from. Discovering Harriet Tubman's family and community, I was able to understand her and how she became this extraordinary human being.

Gather knowledge, increase comprehension, analyze, synthesize, and take action. These critical thinking steps led to success. You, too, can use them in school, work, or even to solve one of history's mysteries.

think about it How will these same steps strengthen your problem solving skill and help you think critically in your own life?

Let’s start our examination of immigration in the present and throughout U.S. history to understand what lessons we can apply to the future.

summary In this lesson, you learned about the final steps of the critical thinking process: analysis and synthesis . In the analysis step, you will review your sources once again while thinking about how your evidence may or may not support the argument you’re beginning to formulate. In the synthesis step, you will put it all together and create an evidence-based argument. You also learned about the history and mystery with Harriet Tubman where Harriet Tubman’s biographer used the six steps of critical thinking to discover the real story of this fascinating American hero. Best of luck in your learning!

Source: Strategic Education, Inc. 2020. Learn from the Past, Prepare for the Future.

A set of reasons that support or oppose an idea or action.

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Critical Thinking Skills: Synthesis

• Description

“Synthesis” is the ability to combine parts of a whole in new and different ways. It requires students to think flexibly, determine alternatives, and find new ways to accomplish a given task. A more advanced level of abstract thinking is needed for synthesis.

The 25 lessons in this unit encourage students to go beyond the obvious to more original thoughts.

Example: An illustration of a bulb connected to a battery is presented. “Electricity is stored in a battery.” Look at the accompanying pictures of batteries, wires, and light bulbs. “Which bulbs do you think will light up?”

The sequential activities featured here are sure to develop critical thinking skills.

* Click here to download the Common Core State Standards for English Language Arts for this product.

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Online Guide to Writing and Research

Thinking strategies and writing patterns, explore more of umgc.

• Online Guide to Writing

Critical Strategies and Writing

One of the basic academic writing activities is researching your topic and what others have said about it. Your goal should be to draw thoughts, observations, and claims about your topic from your research. We call this process of drawing from multiple sources “ synthesis .” Click on the accordion items below for more information.

Definition, Use, and Sample Synthesis

Synthesis defined.

Synthesis Emerges from Analysis

Synthesis emerges from analytical activities we discussed on the previous page: comparative analysis and analysis for cause and effect . For example, to communicate where scholars agree and where they disagree, one must analyze their work for similarities and differences. Also crucial for understanding scholarly discourse is understanding how a particular work of scholarship shapes the scholarship of others, causing them to head in new directions.

When Should Synthesis Be Used?

When to Use Synthesis

Many college assignments require synthesis. A literature review, for example, requires that you make explanatory claims regarding a body of research. These should go beyond summary (mere description) to provide helpful characterizations that aid in understanding. Literature reviews can stand on their own, but often they are a part of a research paper, and research papers are where you will probably use synthesis most often.

The purpose of a research paper is to derive meaning from a body of information collected through research. It is your job, as the writer, to communicate that meaning to your readers. Doing this requires that you develop an informed and educated opinion of what your research suggests about your subject. Communicating this opinion requires synthesis.

Sample Synthesis

In 1655, an embassy of Dutch Jews led by Rabbi Menassah ben Israel traveled to London to meet with the Commonwealth’s new Lord Protector, Oliver Cromwell. The informal “Readmission” of Jews—who had been expelled from England by royal edict in 1290—resulting from the Whitehall conference was once hailed as a high point in the history of toleration. Yet in recent years, scholars have increasingly challenged the progressive nature of this event, both in its substance and its motivation (Kaplan 2007; Katznelson 2010; Walsham 2006) . “Toleration” in this case, as in many others, did not entail religious freedom or civic equality; Jews in England were granted legal residency and permitted to worship privately, but citizenship, public worship, and the printing of anything that “opposeth the Christian religion” remained off the cards. As for its motivation, Edward Whalley’s twofold argument was representative: the Jews “will bring in much wealth into this Commonwealth: and where wee both pray for theyre conversion and beleeve it shal be, I knowe not why wee shold deny the means” (Marshall 2006, 381–82) 

(Bejan, 2015, p. 1103).

The author of the above passage, Teresa Bejan, has synthesized the work of a number of other scholars (Kaplan, Katznelson, Walsham, and Marshall) to situate her argument.  Note how not all of these scholars are directly quoted, but they are cited because their work forms the basis of Bejan's work.

Key Takeaways

• Synthesizing allows you to carry an argument or stance you adopt within a paper in your own words, based on conclusions you have come to about the topic.
• Synthesizing contributes to confidence about your stance and topic.

Mailing Address: 3501 University Blvd. East, Adelphi, MD 20783 This work is licensed under a  Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License . © 2022 UMGC. All links to external sites were verified at the time of publication. UMGC is not responsible for the validity or integrity of information located at external sites.

Table of Contents: Online Guide to Writing

Chapter 1: College Writing

How Does College Writing Differ from Workplace Writing?

What Is College Writing?

Why So Much Emphasis on Writing?

Chapter 2: The Writing Process

Doing Exploratory Research

Getting from Notes to Your Draft

Introduction

Prewriting - Techniques to Get Started - Mining Your Intuition

Prewriting: Targeting Your Audience

Prewriting: Techniques to Get Started

Prewriting: Understanding Your Assignment

Rewriting: Being Your Own Critic

Rewriting: Creating a Revision Strategy

Rewriting: Getting Feedback

Rewriting: The Final Draft

Techniques to Get Started - Outlining

Techniques to Get Started - Using Systematic Techniques

Thesis Statement and Controlling Idea

Writing: Getting from Notes to Your Draft - Freewriting

Writing: Getting from Notes to Your Draft - Summarizing Your Ideas

Writing: Outlining What You Will Write

Chapter 3: Thinking Strategies

A Word About Style, Voice, and Tone

A Word About Style, Voice, and Tone: Style Through Vocabulary and Diction

Critical Strategies and Writing: Analysis

Critical Strategies and Writing: Evaluation

Critical Strategies and Writing: Persuasion

Critical Strategies and Writing: Synthesis

Developing a Paper Using Strategies

Kinds of Assignments You Will Write

Patterns for Presenting Information

Patterns for Presenting Information: Critiques

Patterns for Presenting Information: Discussing Raw Data

Patterns for Presenting Information: General-to-Specific Pattern

Patterns for Presenting Information: Problem-Cause-Solution Pattern

Patterns for Presenting Information: Specific-to-General Pattern

Patterns for Presenting Information: Summaries and Abstracts

Supporting with Research and Examples

Writing Essay Examinations

Writing Essay Examinations: Make Your Answer Relevant and Complete

Writing Essay Examinations: Organize Thinking Before Writing

Writing Essay Examinations: Read and Understand the Question

Chapter 4: The Research Process

Planning and Writing a Research Paper

Planning and Writing a Research Paper: Ask a Research Question

Planning and Writing a Research Paper: Cite Sources

Planning and Writing a Research Paper: Collect Evidence

Planning and Writing a Research Paper: Decide Your Point of View, or Role, for Your Research

Planning and Writing a Research Paper: Draw Conclusions

Planning and Writing a Research Paper: Find a Topic and Get an Overview

Planning and Writing a Research Paper: Manage Your Resources

Planning and Writing a Research Paper: Outline

Planning and Writing a Research Paper: Survey the Literature

Planning and Writing a Research Paper: Work Your Sources into Your Research Writing

Research Resources: Where Are Research Resources Found? - Human Resources

Research Resources: What Are Research Resources?

Research Resources: Where Are Research Resources Found?

Research Resources: Where Are Research Resources Found? - Electronic Resources

Research Resources: Where Are Research Resources Found? - Print Resources

Structuring the Research Paper: Formal Research Structure

Structuring the Research Paper: Informal Research Structure

The Nature of Research

The Research Assignment: How Should Research Sources Be Evaluated?

The Research Assignment: When Is Research Needed?

The Research Assignment: Why Perform Research?

Chapter 5: Academic Integrity

Academic Integrity

Giving Credit to Sources

Giving Credit to Sources: Copyright Laws

Giving Credit to Sources: Documentation

Giving Credit to Sources: Style Guides

Integrating Sources

Practicing Academic Integrity

Practicing Academic Integrity: Keeping Accurate Records

Practicing Academic Integrity: Managing Source Material

Practicing Academic Integrity: Managing Source Material - Paraphrasing Your Source

Practicing Academic Integrity: Managing Source Material - Quoting Your Source

Practicing Academic Integrity: Managing Source Material - Summarizing Your Sources

Types of Documentation

Types of Documentation: Bibliographies and Source Lists

Types of Documentation: Citing World Wide Web Sources

Types of Documentation: In-Text or Parenthetical Citations

Types of Documentation: In-Text or Parenthetical Citations - APA Style

Types of Documentation: In-Text or Parenthetical Citations - CSE/CBE Style

Types of Documentation: In-Text or Parenthetical Citations - Chicago Style

Types of Documentation: In-Text or Parenthetical Citations - MLA Style

Types of Documentation: Note Citations

Chapter 6: Using Library Resources

Finding Library Resources

Chapter 7: Assessing Your Writing

How Is Writing Graded?

How Is Writing Graded?: A General Assessment Tool

The Draft Stage

The Draft Stage: The First Draft

The Draft Stage: The Revision Process and the Final Draft

The Draft Stage: Using Feedback

The Research Stage

Using Assessment to Improve Your Writing

Chapter 8: Other Frequently Assigned Papers

Reviews and Reaction Papers: Article and Book Reviews

Reviews and Reaction Papers: Reaction Papers

Writing Arguments

Writing Arguments: Adapting the Argument Structure

Writing Arguments: Purposes of Argument

Writing Arguments: References to Consult for Writing Arguments

Writing Arguments: Steps to Writing an Argument - Anticipate Active Opposition

Writing Arguments: Steps to Writing an Argument - Determine Your Organization

Writing Arguments: Steps to Writing an Argument - Develop Your Argument

Writing Arguments: Steps to Writing an Argument - Introduce Your Argument

Writing Arguments: Steps to Writing an Argument - State Your Thesis or Proposition

Writing Arguments: Steps to Writing an Argument - Write Your Conclusion

Writing Arguments: Types of Argument

Appendix A: Books to Help Improve Your Writing

Dictionaries

General Style Manuals

Researching on the Internet

Special Style Manuals

Writing Handbooks

Appendix B: Collaborative Writing and Peer Reviewing

Collaborative Writing: Assignments to Accompany the Group Project

Collaborative Writing: Informal Progress Report

Collaborative Writing: Issues to Resolve

Collaborative Writing: Methodology

Collaborative Writing: Peer Evaluation

Collaborative Writing: Tasks of Collaborative Writing Group Members

Collaborative Writing: Writing Plan

General Introduction

Peer Reviewing

Appendix C: Developing an Improvement Plan

Working with Your Instructor’s Comments and Grades

Appendix D: Writing Plan and Project Schedule

Devising a Writing Project Plan and Schedule

Reviewing Your Plan with Others

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• What Is Critical Thinking? | Definition & Examples

What Is Critical Thinking? | Definition & Examples

Published on May 30, 2022 by Eoghan Ryan . Revised on May 31, 2023.

Critical thinking is the ability to effectively analyze information and form a judgment .

To think critically, you must be aware of your own biases and assumptions when encountering information, and apply consistent standards when evaluating sources .

Critical thinking skills help you to:

• Identify credible sources
• Evaluate and respond to arguments
• Assess alternative viewpoints
• Test hypotheses against relevant criteria

Table of contents

Why is critical thinking important, critical thinking examples, how to think critically, other interesting articles, frequently asked questions about critical thinking.

Critical thinking is important for making judgments about sources of information and forming your own arguments. It emphasizes a rational, objective, and self-aware approach that can help you to identify credible sources and strengthen your conclusions.

Critical thinking is important in all disciplines and throughout all stages of the research process . The types of evidence used in the sciences and in the humanities may differ, but critical thinking skills are relevant to both.

In academic writing , critical thinking can help you to determine whether a source:

• Is free from research bias
• Provides evidence to support its research findings
• Considers alternative viewpoints

Outside of academia, critical thinking goes hand in hand with information literacy to help you form opinions rationally and engage independently and critically with popular media.

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Critical thinking can help you to identify reliable sources of information that you can cite in your research paper . It can also guide your own research methods and inform your own arguments.

Outside of academia, critical thinking can help you to be aware of both your own and others’ biases and assumptions.

Academic examples

However, when you compare the findings of the study with other current research, you determine that the results seem improbable. You analyze the paper again, consulting the sources it cites.

You notice that the research was funded by the pharmaceutical company that created the treatment. Because of this, you view its results skeptically and determine that more independent research is necessary to confirm or refute them. Example: Poor critical thinking in an academic context You’re researching a paper on the impact wireless technology has had on developing countries that previously did not have large-scale communications infrastructure. You read an article that seems to confirm your hypothesis: the impact is mainly positive. Rather than evaluating the research methodology, you accept the findings uncritically.

Nonacademic examples

However, you decide to compare this review article with consumer reviews on a different site. You find that these reviews are not as positive. Some customers have had problems installing the alarm, and some have noted that it activates for no apparent reason.

You revisit the original review article. You notice that the words “sponsored content” appear in small print under the article title. Based on this, you conclude that the review is advertising and is therefore not an unbiased source. Example: Poor critical thinking in a nonacademic context You support a candidate in an upcoming election. You visit an online news site affiliated with their political party and read an article that criticizes their opponent. The article claims that the opponent is inexperienced in politics. You accept this without evidence, because it fits your preconceptions about the opponent.

There is no single way to think critically. How you engage with information will depend on the type of source you’re using and the information you need.

However, you can engage with sources in a systematic and critical way by asking certain questions when you encounter information. Like the CRAAP test , these questions focus on the currency , relevance , authority , accuracy , and purpose of a source of information.

When encountering information, ask:

• Who is the author? Are they an expert in their field?
• What do they say? Is their argument clear? Can you summarize it?
• When did they say this? Is the source current?
• Where is the information published? Is it an academic article? Is it peer-reviewed ?
• Why did the author publish it? What is their motivation?
• How do they make their argument? Is it backed up by evidence? Does it rely on opinion, speculation, or appeals to emotion ? Do they address alternative arguments?

Critical thinking also involves being aware of your own biases, not only those of others. When you make an argument or draw your own conclusions, you can ask similar questions about your own writing:

• Am I only considering evidence that supports my preconceptions?
• Is my argument expressed clearly and backed up with credible sources?
• Would I be convinced by this argument coming from someone else?

If you want to know more about ChatGPT, AI tools , citation , and plagiarism , make sure to check out some of our other articles with explanations and examples.

• ChatGPT vs human editor
• ChatGPT citations
• Is ChatGPT trustworthy?
• Using ChatGPT for your studies
• What is ChatGPT?
• Chicago style
• Paraphrasing

 Plagiarism

• Types of plagiarism
• Self-plagiarism
• Avoiding plagiarism
• Academic integrity
• Consequences of plagiarism
• Common knowledge

Critical thinking refers to the ability to evaluate information and to be aware of biases or assumptions, including your own.

Like information literacy , it involves evaluating arguments, identifying and solving problems in an objective and systematic way, and clearly communicating your ideas.

Critical thinking skills include the ability to:

You can assess information and arguments critically by asking certain questions about the source. You can use the CRAAP test , focusing on the currency , relevance , authority , accuracy , and purpose of a source of information.

Ask questions such as:

• Who is the author? Are they an expert?
• How do they make their argument? Is it backed up by evidence?

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Information literacy refers to a broad range of skills, including the ability to find, evaluate, and use sources of information effectively.

Being information literate means that you:

• Know how to find credible sources
• Use relevant sources to inform your research
• Understand what constitutes plagiarism
• Know how to cite your sources correctly

Confirmation bias is the tendency to search, interpret, and recall information in a way that aligns with our pre-existing values, opinions, or beliefs. It refers to the ability to recollect information best when it amplifies what we already believe. Relatedly, we tend to forget information that contradicts our opinions.

Although selective recall is a component of confirmation bias, it should not be confused with recall bias.

On the other hand, recall bias refers to the differences in the ability between study participants to recall past events when self-reporting is used. This difference in accuracy or completeness of recollection is not related to beliefs or opinions. Rather, recall bias relates to other factors, such as the length of the recall period, age, and the characteristics of the disease under investigation.

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Video Transcripts: Analyzing & Synthesizing Sources: Synthesis: Definition and Examples

Analyzing & synthesizing sources: synthesis: definition and examples.

Last updated 11/8/2016

Video Length: 2:50

Visual: The screen shows the Walden University Writing Center logo along with a pencil and notebook. “Walden University Writing Center.” “Your writing, grammar, and APA experts” appears in center of screen. The background changes to the title of the video with open books in the background.

Audio: Guitar music plays.

Visual: Slide changes to the title “Moving Towards Synthesis” and the following:

Interpreting, commenting on, explaining, discussion of, or making connections between MULTIPLE ideas and sources for the reader.

Often answers questions such as:

• What do these things mean when put together?
• How do you as the author interpret what you’ve presented?

Audio : Synthesis is a lot like, I like to say it's like analysis on steroids. It's a lot like analysis, where analysis is you're commenting or interpreting one piece of evidence or one idea, one paraphrase or one quote. Synthesis is where you take multiple pieces of evidence or multiple sources and their ideas and you talk about the connections between those ideas or those sources. And you talk about where they intersect or where they have commonalities or where they differ. And that's what synthesis is. But really, in synthesis, when we have synthesis, it really means we're working with multiple pieces of evidence and analyzing them.

Visual: Slide changes to the title “Examples of Synthesis” and the following example:

Ang (2016) found that small businesses that followed the theory of financial management reduced business costs by 12%, while Sonfield (2015) found that this theory reduced costs by 17%. These studies together confirmed that adopting the theory of financial management reduces costs for U.S. small businesses.

Audio: So here's an example for you. In this eaxmple we have Ang (2016), that's source number 1, right? Then Sonfield (2015), that's source number 2. They are both using this theory and found that it reduced costs by both 12% and 17%. So this is my evidence, right?

I have one sentence, but two pieces of evidence, because we're working with two different sources, Ang and Sonfield, one and two. In my next sentence, my last sentence here, we have my piece of synthesis. Because I'm taking these two sources and saying that they both found something very similar. They confirmed that adopting the theory for financial management reduces costs for small businesses. So I'm showing the commonality between these two sources. So it's a very, sort of, not simple, but, you know, clean approach to synthesis. It's a very direct approach to kind of showing the similarities between these two sources. So that's an example of synthesis, okay.

Visual : The following example is added to the slide:

Sharpe (2016) observed an increase in students’ ability to focus after they had recess. Similarly, Barnes (2015) found that hands-on activities also helped students focus. Both of these techniques have worked well in my classroom, helping me to keep my students engaged in learning.

Audio: Another example here. So Sharpe found that one thing helps students. Barnes found another thing helps students focus. Two different sources, two different ideas. In the bold sentence of synthesis, I'm taking these two ideas together and talking about how they have both worked well in my classroom.

The synthesis that we have here kind of take two different approaches. The first example is more about how these studies confirm something. The second example is about how these two ideas can be useful in my own practice, I'm applying it to my own practice, or the author is applying it to their own practice in the classroom. But they both are examples of synthesis and taking different pieces of evidence showing how they work together or relate, okay.

I kind of like to think of synthesis as taking two pieces of a puzzle. So each piece of evidence is a piece of the puzzle. And you're putting together those pieces for the reader and saying, look, this is the overall picture, right? This is what we can see, when these two pieces--or three pieces--of the puzzle are put together. So it's kind of like putting together a puzzle.

Visual: “Walden University Writing Center. Questions? E-mail [email protected] ” appears in center of screen.

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How to Synthesise Sources – Steps and Examples

Published by Olive Robin at October 17th, 2023 , Revised On October 17, 2023

The ability to effectively incorporate multiple sources into one’s work is not just a skill, but a necessity. Whether we are talking about research papers, articles, or even simple blog posts, synthesising sources can elevate our content to a more nuanced, comprehensive, and insightful level. But what does it truly mean to synthesise sources, and how does it differ from the commonly understood techniques of summarising and paraphrasing?

Importance of Synthesising Sources in Research and Writing

When finding sources , it is imperative to distinguish between various available information types. Secondary sources , for example, provide interpretations and analyses based on primary sources. Synthesising goes beyond the mere gathering of information. It involves the complex task of interweaving multiple sources to generate a broader and richer perspective. When we synthesise, we are not just collecting; we are connecting. 

By merging various viewpoints and data, we provide our readers with a well-rounded understanding of the topic. This approach ensures that our work is grounded in credible sources  while also adding unique insights.

Summarising, Paraphrasing, and Synthesising

At first glance, these three techniques might seem similar, but they serve distinctly different purposes:

Summarising

Synthesis is the art of blending multiple sources to create a unified narrative or argument. It is essential to use signal phrases to introduce these sources naturally, helping the reader follow the information flow. Block quotes can also be used for direct quotations, especially if they’re longer.

Paraphrasing

Here, we restate the original content using different words. While the wording changes, the essence and core meaning remain intact. This method is useful for clarifying complex ideas or for tailoring content to a specific audience.

Synthesising

Synthesis is the art of blending multiple sources to create a unified narrative or argument. It is not about echoing what others have said; it is about drawing connections, identifying patterns, and building a cohesive piece that holds its own merit.

What is Synthesising Sources?

Synthesising sources is a method used in research and writing wherein the author combines, interprets, and analyses information from various sources to generate a unified perspective, narrative, or argument. It involves a process that we can call source evaluation . It is an intricate process that goes beyond simply collecting data or quoting authors. Instead, it involves evaluating, integrating, and constructing a new narrative based on a collective understanding of all the sources under consideration.

Imagine a quilt where each piece of fabric represents a different source. Synthesising would be the act of sewing these individual pieces together in such a way that they form a beautiful, cohesive blanket. Each piece retains its uniqueness but contributes to the larger design and purpose of the quilt.

Objective of Synthesising

• Synthesising allows writers to delve deeper into topics by using a multitude of perspectives. This offers a more robust and comprehensive view than any single source could provide.
• By integrating diverse sources, authors can identify trends, consistencies, or discrepancies within a field or topic. This can lead to new insights or highlight areas needing further exploration.
• By interlinking sources, writers can add layers of complexity to their arguments, making their content more engaging and thought-provoking.
• While the sources themselves might not be new, the way in which they are combined and interpreted can lead to fresh conclusions and unique standpoints.
• Relying on a single source or a few like-minded ones can inadvertently introduce biases. Synthesising encourages the consideration of diverse viewpoints, ensuring a more balanced representation of the topic.

Why is Synthesis Important?

The art of synthesis, while a nuanced aspect of research and writing, holds unparalleled significance in constructing meaningful, in-depth content. Here is a detailed exploration of why synthesis is pivotal:

Enhancing Comprehension and Knowledge Depth

• Depth Over Breadth: While a vast amount of information exists on nearly any topic, true understanding isn’t about skimming the surface. Synthesising allows you to dive deeper, connecting various pieces of information and seeing the bigger picture.
• Clarifying Complexity: Topics, especially those in research, can be multifaceted. By merging multiple sources, we can simplify and explain intricate subjects more effectively.
• Reinforcing Concepts: By revisiting a concept from various sources and angles, the repetition, in a way, strengthens our grasp on the subject. It’s like studying from multiple textbooks; the overlap in content solidifies understanding.

Avoiding Plagiarism

• Original Thought Generation: While synthesising, you are compelled to merge ideas, compare viewpoints, and draw unique conclusions. This process naturally leads to producing original content rather than merely reproducing what one source says.
• Skilful Integration: A well-synthesised piece does not heavily rely on long, verbatim quotes. Instead, it seamlessly integrates information from various sources, duly cited, minimising the chances of unintentional plagiarism.
• Reflecting Authentic Engagement: When you synthesise, it showcases your genuine engagement with the material. It’s evident that you have not just copied content but have wrestled with the information, pondered upon it, and made it your own.

Developing a Holistic Perspective on a Topic

• Seeing the Full Spectrum: Single sources can offer a limited or biased viewpoint. Synthesis, by its nature, compels you to consult multiple sources, allowing for a more balanced and comprehensive view.
• Connecting the Dots: Life, society, and most academic subjects are interconnected. Synthesis helps recognise patterns, draw parallels, and understand how various elements interplay in the grand scheme of things.
• Elevating Critical Thinking: The act of synthesis hones your critical thinking skills. You’re constantly evaluating the validity of sources, comparing arguments, and discerning the weight of different perspectives. This makes your current work stronger and sharpens your intellect for future projects.

Steps of Synthesizing a Source

Here is a step-by-step guide on how to synthesise sources. 

Step 1: Read and Understand

Before you can synthesise sources effectively, you must first understand them individually. A strong synthesis is built upon a clear understanding of each source’s content, context, and nuances.

Tips To Ensure Comprehension

• Annotations: Make notes in the margins as you read, highlighting key points and ideas.
• Summarisation: After reading a section or an article, write a brief summary in your own words.
• Discussion: Talk about the content with peers or mentors. This can help clarify any confusion and deepen your understanding.
• Questioning: Constantly ask questions as you read. If something is unclear, revisit the content or consult supplementary materials.

Step 2: Identify Common Themes

Sources will often touch upon similar themes, even if they approach them differently. Recognising these themes can act as a foundation for synthesis.

• Mind Mapping: Visualise the interconnectedness of topics and subtopics.
• Lists: Create lists of similar ideas or arguments from different sources.
• Highlighting: Use colour codes to highlight recurring themes across different documents.

Step 3: Analyse and Compare

Different sources might have diverging opinions or findings. Recognising these differences is crucial to produce a balanced synthesis.

• Side-by-Side Analysis: Put the information from various sources next to each other to see how they align or diverge.
• Critical Evaluation: Ask yourself why sources might have different perspectives. Consider the methodology, context, or biases that could contribute.

Determining the Relevance of Each Source

Not all sources will hold equal weight or relevance in your synthesis.

• Criteria Checklist: Establish criteria for relevance (e.g., publication date, author credentials) and evaluate each source against this.
• Priority Setting: Decide which sources offer primary insights and which offer supplementary information.

Step 4: Organise Information

A clear structure is essential to guide your readers through the synthesised narrative.

• Outlines: Create a traditional outline that sequences your main points and supports them with subpoints from your sources.
• Flowcharts: For more complex topics, flowcharts can visually demonstrate the progression of ideas and their interconnections.

Step 5: Craft Your Narrative

This step involves the actual writing, where you combine the insights, evidence, and analysis into a singular narrative.

• Transitional Phrasing: Use transitions to move between ideas and sources smoothly.
• Voice Consistency: Even though you integrate multiple sources, ensure that the narrative maintains a consistent voice and tone.

Step 6: Cite Appropriately

Always credit original authors and sources to maintain integrity in your work and avoid plagiarism. Knowing how to cite sources is crucial in this process.

• In-text Citations: Whenever you refer to, paraphrase, or quote a source, provide a citation.

Different Citation Styles and Choosing The Right One

There are multiple citation styles (e.g., APA, MLA, Chicago), and your choice will often depend on your discipline or the preference of your institution or publication.

• Guideline Review: Familiarise yourself with the preferred citation style’s guidelines.

Citation Tools: Consider using tools like Zotero, Mendeley, or EndNote to help streamline and manage your citations.

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Examples of Source Synthesis

Let’s explore some examples of synthesising sources. 

Example 1: Synthesising sources on climate change

Scenario: You have sources that discuss the causes of climate change. Some sources argue for anthropogenic (human-caused) factors, while others emphasise natural cycles.

Synthesis Approach

• Begin with an overview of climate change, its impacts, and its significance.
• Introduce the anthropogenic viewpoint, citing research on the rise of CO2 from industrial processes, deforestation, etc.
• Present the natural cycle perspective, highlighting periods in Earth’s history where temperature fluctuations were observed.
• Discuss overlaps, such as how human activities might exacerbate natural cycles.
• Conclude by emphasising the consensus in the scientific community about human contributions to recent climate change, but acknowledge the existence of natural cycles as part of Earth’s climate history.

Example 2: Merging Historical Texts on a Particular Event

Scenario: You are examining the Battle of Waterloo from British, French, and Prussian primary sources.

• Provide background on the Battle of Waterloo, setting the stage.
• Introduce the British perspective, detailing their strategies, key figures, and their account of the battle’s progression.
• Shift to the French viewpoint, noting their strategic decisions, challenges, and Napoleon’s role.
• Explore the Prussian account, emphasising their contributions and coordination with the British.
• Highlight areas of agreement among the sources (e.g., timeline of events) and areas of discrepancy or unique insights (e.g., differing reasons for the outcome).
• Conclude with a comprehensive view of the battle, incorporating insights from all perspectives and its significance in European history.

Example 3: Synthesising Qualitative And Quantitative Research On A Social Issue

Scenario: You are researching the effects of remote learning on student performance and well-being during the pandemic.

• Start with an introduction to the sudden shift to remote learning due to COVID-19.
• Present quantitative data: statistics showcasing the drop or rise in student grades, attendance rates, and standardised test scores.
• Introduce qualitative insights, like interviews or case studies, highlighting student sentiments, challenges faced at home, or feelings of isolation.
• Discuss the interplay between numbers and narratives. For instance, a drop in grades (quantitative) could be related to a lack of motivation or home distractions (qualitative).
• Compare outcomes across different demographics, using both types of data to show how remote learning might affect diverse student populations differently.
• Conclude with a holistic understanding of the impacts of remote learning, noting areas that need further research or intervention.

Common Mistakes to Avoid when Synthesising Sources

• Relying heavily on a single source limits the depth and breadth of your understanding. It may also inadvertently introduce bias if that source isn’t comprehensive or neutral.
• How to Avoid: Ensure you consult various sources for a well-rounded view. This includes both primary and secondary sources, academic articles, and more accessible pieces like news articles or blogs, if relevant.
• Every source comes with its own perspective. Identifying these biases can lead to a skewed understanding of your topic.
• How to Avoid: Critical reading is key. Always consider who the author is, their potential motivations, the context in which they’re writing, and the methodologies they use.
• Simply presenting what each source says without drawing connections or highlighting contrasts misses the essence of synthesis.
• How to Avoid: As you research, actively look for common themes, conflicting viewpoints, and unique insights. Your goal is to weave a narrative that reflects a comprehensive understanding of all these elements.

Tools and Resources for Synthesising Sources

These are the different tools that can be used for synthesising sources. 

Citation Tools

Managing references can be cumbersome, especially when dealing with numerous sources. Citation tools can help organise, format, and insert citations with ease.

• Zotero: A free, open-source tool that helps you collect, organise, cite, and share research.
• Mendeley: A reference manager and academic social network that can help you organise your research, collaborate with others online, and discover the latest developments.

Mind-Mapping Software or Apps

Mind mapping helps visually organise and interlink ideas, making the synthesis process more intuitive.

• MindMeister: An online mind-mapping tool that lets you capture, develop, and share ideas visually.
• XMind: A popular mind mapping and brainstorming software with various templates to help structure your thoughts.

Note-Taking Apps and Strategies

Effective note-taking is fundamental to understanding and organising information from various sources. Digital note-taking apps often offer features like tagging, search functionalities, and integration with other tools.

• Evernote: A cross-platform app designed for note-taking, organising, and archiving.
• Microsoft OneNote: A digital notebook that allows you to gather drawings, handwritten or typed notes, and save web clippings.
• Cornell Note-taking System: A structured method of note-taking that divides the paper into sections, encouraging active engagement with the material.

Frequently Asked Questions

What is a literature review.

A literature review is a comprehensive survey of existing research on a particular topic, synthesising findings to provide an overview of key concepts, debates, and gaps in knowledge. It establishes a foundation for new research, highlighting relevant studies and contextualising them within the broader academic conversation.

How to synthesise a source?

To synthesise a source, thoroughly understand its content, and then integrate its insights with information from other sources. This involves comparing and contrasting viewpoints, identifying patterns, and constructing a cohesive narrative or argument that offers a broader perspective rather than merely echoing the original source’s content.

Why do I need to cite sources?

Citing sources acknowledges original authors, maintains academic integrity, and provides readers with a reference for verification. It prevents plagiarism by giving credit to the ideas and research of others, allowing readers to trace the evolution of thought and confirm the reliability and accuracy of the presented information.

What are topic sentences?

Topic sentences are the main statements that introduce and summarise a paragraph’s main idea or focus. They provide context and direction, helping readers follow the writer’s argument or narrative. Typically placed at the beginning of a paragraph, they act as signposts, guiding the flow of the discussion.

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Primary sources refer to original, unmediated documents or records that have not been altered or transformed by interpretation or commentary. They provide first-hand accounts, evidence, or direct testimony concerning a subject or event under investigation.

In the digital age, where information is abundant and readily accessible, quickly finding precise and relevant information is paramount. This is where Boolean operators come into play. 

Information literacy is more than just the ability to find information; it encompasses the skills to recognise when information is needed and the competence to locate, evaluate, use, and ethically disseminate it.

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Critical thinking refers to the ability to analyze information objectively and make a reasoned judgment. It involves the evaluation of sources, such as data, facts, observable phenomena, and research findings.

Good critical thinkers can draw reasonable conclusions from a set of information, and discriminate between useful and less useful details to solve problems or make decisions. These skills are especially helpful at school and in the workplace, where employers prioritize the ability to think critically. Find out why and see how you can demonstrate that you have this ability.

Examples of Critical Thinking

The circumstances that demand critical thinking vary from industry to industry. Some examples include:

• A triage nurse analyzes the cases at hand and decides the order by which the patients should be treated.
• A plumber evaluates the materials that would best suit a particular job.
• An attorney reviews the evidence and devises a strategy to win a case or to decide whether to settle out of court.
• A manager analyzes customer feedback forms and uses this information to develop a customer service training session for employees.

Why Do Employers Value Critical Thinking Skills?

Employers want job candidates who can evaluate a situation using logical thought and offer the best solution.

Someone with critical thinking skills can be trusted to make decisions independently, and will not need constant handholding.

Hiring a critical thinker means that micromanaging won't be required. Critical thinking abilities are among the most sought-after skills in almost every industry and workplace. You can demonstrate critical thinking by using related keywords in your resume and cover letter and during your interview.

How to Demonstrate Critical Thinking in a Job Search

If critical thinking is a key phrase in the job listings you are applying for, be sure to emphasize your critical thinking skills throughout your job search.

Add Keywords to Your Resume

You can use critical thinking keywords (analytical, problem solving, creativity, etc.) in your resume. When describing your work history, include top critical thinking skills that accurately describe you. You can also include them in your resume summary, if you have one.

For example, your summary might read, “Marketing Associate with five years of experience in project management. Skilled in conducting thorough market research and competitor analysis to assess market trends and client needs, and to develop appropriate acquisition tactics.”

Mention Skills in Your Cover Letter

Include these critical thinking skills in your cover letter. In the body of your letter, mention one or two of these skills, and give specific examples of times when you have demonstrated them at work. Think about times when you had to analyze or evaluate materials to solve a problem.

Show the Interviewer Your Skills

You can use these skill words in an interview. Discuss a time when you were faced with a particular problem or challenge at work and explain how you applied critical thinking to solve it.

Some interviewers will give you a hypothetical scenario or problem, and ask you to use critical thinking skills to solve it. In this case, explain your thought process thoroughly to the interviewer. He or she is typically more focused on how you arrive at your solution rather than the solution itself. The interviewer wants to see you analyze and evaluate (key parts of critical thinking) the given scenario or problem.

Of course, each job will require different skills and experiences, so make sure you read the job description carefully and focus on the skills listed by the employer.

Top Critical Thinking Skills

Keep these in-demand skills in mind as you refine your critical thinking practice —whether for work or school.

Part of critical thinking is the ability to carefully examine something, whether it is a problem, a set of data, or a text. People with analytical skills can examine information, understand what it means, and properly explain to others the implications of that information.

• Asking Thoughtful Questions
• Data Analysis
• Interpretation
• Questioning Evidence
• Recognizing Patterns

Communication

Often, you will need to share your conclusions with your employers or with a group of classmates or colleagues. You need to be able to communicate with others to share your ideas effectively. You might also need to engage in critical thinking in a group. In this case, you will need to work with others and communicate effectively to figure out solutions to complex problems.

• Active Listening
• Collaboration
• Explanation
• Interpersonal
• Presentation
• Verbal Communication
• Written Communication

Critical thinking often involves creativity and innovation. You might need to spot patterns in the information you are looking at or come up with a solution that no one else has thought of before. All of this involves a creative eye that can take a different approach from all other approaches.

• Flexibility
• Conceptualization
• Imagination
• Drawing Connections
• Synthesizing

Open-Mindedness

To think critically, you need to be able to put aside any assumptions or judgments and merely analyze the information you receive. You need to be objective, evaluating ideas without bias.

• Objectivity
• Observation

Problem-Solving

Problem-solving is another critical thinking skill that involves analyzing a problem, generating and implementing a solution, and assessing the success of the plan. Employers don’t simply want employees who can think about information critically. They also need to be able to come up with practical solutions.

• Attention to Detail
• Clarification
• Decision Making
• Groundedness
• Identifying Patterns

More Critical Thinking Skills

• Inductive Reasoning
• Deductive Reasoning
• Noticing Outliers
• Adaptability
• Emotional Intelligence
• Brainstorming
• Optimization
• Restructuring
• Integration
• Strategic Planning
• Project Management
• Ongoing Improvement
• Causal Relationships
• Case Analysis
• Diagnostics
• SWOT Analysis
• Business Intelligence
• Quantitative Data Management
• Qualitative Data Management
• Risk Management
• Scientific Method
• Consumer Behavior

Key Takeaways

• Demonstrate you have critical thinking skills by adding relevant keywords to your resume.
• Mention pertinent critical thinking skills in your cover letter, too, and include an example of a time when you demonstrated them at work.
• Finally, highlight critical thinking skills during your interview. For instance, you might discuss a time when you were faced with a challenge at work and explain how you applied critical thinking skills to solve it.

University of Louisville. " What is Critical Thinking ."

American Management Association. " AMA Critical Skills Survey: Workers Need Higher Level Skills to Succeed in the 21st Century ."

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Synthesis of Your Own Ideas

Professors want to see evidence of your own thinking in your essays and papers. Even so, it will be your thoughts in reaction to your sources:

• What was the author really trying to say?
• What parts of them do you agree with?
• What parts of them do you disagree with?
• Did they leave anything out?
• What does an author’s work lead you to say?

It’s wise to not only analyze—take apart for study—the sources, but also to try to combine your own ideas with those presented in class and in the resources. Professors frequently expect you to interpret, make inferences, and otherwise synthesize—bring ideas together to make something new or find a new way of looking at something old. It might help to think of synthesis as the opposite of analysis.

Getting Better at Synthesis

To get an A on essays and papers in many courses, such as literature and history, when you write in reaction to others’ work you should use synthesis to create new meaning or show a deeper understanding of what you learned. To do so, it helps to look for connections and patterns. One way to synthesize when writing an argument essay, paper, or other project is to look for themes among your sources. So try categorizing ideas by topic rather than by resource—making associations across sources. Synthesis can seem difficult, particularly if you are used to analyzing others’ points but are not used to making your own. Like most things, however, it gets easier as you get more experienced at it. So don’t be hard on yourself if it seems difficult at first.

The video below from the Excelsior Online Reading line describes how to synthesize what you read by teasing out the main ideas and combining them with other ideas to formulate new perspectives.

Video Transcript

Video Reference Guide

Check your knowledge: Synthesizing

Merging or combining

Critical Thinking in Academic Research - Second Edition Copyright © 2022 by Cindy Gruwell and Robin Ewing is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License , except where otherwise noted.

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Language Comprehension Interventions

• All Literacy Interventions
• Activate Prior Knowledge
• Build Background Knowledge
• High Frequency and Domain Specific Vocabulary
• Defining Words in Context
• Defining Words in Isolation
• Morphology (Prefixes, Suffixes, Roots)
• Sentence Length, Structure, and Type
• Punctuation
• Asking and Answering Factual Questions
• Asking and Answering Inferential Questions
• Asking and Answering Questions Using Mnemonics
• Summarizing Text
• Synthesizing Text (Critical Thinking)

Introduction

Synthesizing text interventions, answering critical thinking questions interventions, how do i break down this skill for students, response to error: synthesizing and critical thinking, feedback during the lesson, strategies to try after the lesson.

• Narrative Text Structures
• Informational Text Structures
• Instructional Scopes and Sequences

Students who have trouble connecting different parts of a text need to learn to synthesize. In order to synthesize, a student must develop critical-thinking skills, such as noticing how a character changes over time and contrasting multiple perspectives. To carry out these skills,, a student must be able to successfully self-monitor and to ask and answer questions, and must be familiar with elements of different text structures. The following pages include strategies that you can use to support your students' ability to synthesize. As you read, consider which of these interventions best aligns with your students' strengths and needs in the whole-learner domains. 

Explicit Instruction

To support your students' ability to synthesize, you should start by explicitly teaching the concept. This sounds like:

Explain the Skill/Concept.  Define synthesize, and explain the activity  ( "Synthesizing means that we are able to connect ideas across a text. To do this, we need to make sure that what we are reading aligns with information we've read in previous chapters. Today I am going to show you how to synthesize information so that I can determine a character's trait." "Today, we are going to practice synthesizing." ) Model Skill with Examples.  Think aloud about how you synthesize.  ( " When I read a text, I make sure to connect different parts to build my understanding of a character. For example. in the beginning of the book we are reading,  The Giver , I noticed that Jonas felt bad for a boy who didn't obey the rules. On page 6, he said, "I felt a little sorry for him...even though I don't even know him. I feel sorry for anyone who is in a place where he feels strange and stupid." This line made me start to think that Jonas is a thoughtful and empathetic person. In other places in the text, I learned that Jonas asked the Giver lots of questions about his daughter, Rosemary, because he wanted to understand how the Giver felt. I also learned that Jonas cared so much about his brother Gabriel that he was willing to risk his life to save him. When I put these three pieces of evidence together, I could conclude that Jonas was a thoughtful and empathetic person. This was how I synthesized figuring out one of Jonas's character traits. " ) Model Skill with Non-Examples . Think aloud about what happens when you don't actively synthesize.  ( "What might happen if I only used one piece of evidence to decide on Jonas's character traits? What happens if I read this line,' Jonas was miserable,' and then I assumed that Jonas was a depressed person? Would that be an accurate reflection of his character? No. That's why when we synthesize, we need to use multiple pieces of evidence to support our claim. " ).  Practice the Skill.  Engage in the activity below to practice the skill with your student, providing feedback as necessary. ( "Now you try synthesizing. " ) 

Activity A: Compare & Contrast

A Venn Diagram is a graphic organizer that can teach students to compare and contrast two or more concepts. This strategy can be used when students are having difficulty understanding similarities and differences between two ideas. This is an effective intervention to use with both narrative and informational texts across content areas.

Compare and Contrast Graphic Organizer PDF

Compare and Contrast. (n.d.). Copyright at Relay GSE. New York, NY:  Relay Graduate School of Education.

Compare and Contrast in Action In this example, students are learning how to use a Venn Diagram to understand character change over time. Teacher: "We are going to use a Venn Diagram to better understand a character's internal change. Today, I'd like you to examine how Jonas changed over time. Title the circle on the left, 'Jonas, before The Giver,' and title circle on the right, 'Jonas, after The Giver.' In both circles use text evidence to examine Jonas's actions, internal dialogue, and relationships to explain how he changed over time."

Critical-thinking questions are answered by synthesizing multiple parts of a text. Students need to be able to think critically in order to figure out the "so what," or the big idea, of the text (such as theme, character change, main idea, etc.). Critical-thinking questions are the most rigorous because they require students to use clues from across one or more texts to come to a conclusion. This questioning skill can be taught once students are able to ask and answer factual and inferential questions. This page includes strategies that you can use to support your students' ability to ask and answer critical-thinking questions. As you read, consider which of these interventions best aligns with your students' strengths and needs in the whole-learner domains. 

To support your students' understanding of asking and answering inferential questions, you should start by explicitly teaching this concept. This sounds like:

Explain the Skill/Concept.  Define critical-thinking questions, and explain the activity.  ( "Critical-thinking questions can be answered by synthesizing multiple clues from across the text. It is important to ask and answer critical-thinking questions to see if we understand the big ideas in the text. To think critically, we must use all the clues we've gathered from a text and put them together to come to a conclusion. Today, I will show you how to think critically about two characters to compare and contrast their character traits. " "Today, we are going to learn how to ask and answer critical-thinking questions as we read."  ) Model Skill with Examples.  Think aloud about how you ask and answer critical-thinking questions.  ( "Now that I've read all of Frog and Toad, I'm going to ask a critical-thinking question: How are Frog and Toad alike and different? To answer this question, I have to use multiple clues from the text. First, I'll talk about what I learned about Frog. I'll use three pieces of evidence to support my thinking. I know Frog tried to box up the cookies. I also know that he put them high on a shelf to stop eating them. Then, when he and Toad gave the cookies to the birds, he was proud because he had enough will power not to finish the box of cookies. Now I'll examine what Toad was like using three pieces of evidence: Toad wanted to cut the string on the box of cookies. He also told Frog to get the box down from the shelf. Finally. after the birds had eaten all the cookies, he decided to go home and bake a cake. Okay, now that I've collected my evidence, I'm going to compare and contrast them. First, I'll say how they are similar: Frog and Toad both love cookies! Now, I'll say how they are different: While Frog decided that he was proud of their using will power not to finish the cookies, Toad decided he wanted more sweets. This seems to be the biggest difference in their character traits. Frog has will power while Toad does not." ) Model Skill with Non-Examples . Think aloud about how to read without thinking critically.  ( "What if I compared and contrasted Frog without using multiple pieces of evidence? If I noticed that Frog and Toad both liked cookies, but I left out the final example, then I might say that they are the same because they both like cookies. I might not understand how they are different. So, it is important to use multiple pieces of evidence to think critically." ) Practice the Skill.  Engage in teaching students to ask and answer specific questions, providing feedback as necessary. ( "Now you try asking and answering critical-thinking questions as you read. " )

Look at the following document to see how you might teach students to ask and answer other types of questions in narrative texts:

Critical Thinking Resource PDF

Wilson, A. (2016). Asking and answering critical thinking questions. Copyright at Relay GSE. New York, NY:  Relay Graduate School of Education.

Teaching Critical Thinking Questions in Action To learn about how to ask and answer critical-thinking questions, start by reading the following excerpt from Frog and Toad Together , by Arnold Lobel. Frog and Toad Text PDF

Lobel, A. (1979). Frog and toad together . New York, NY: Harper Collins.

Now, read the lesson plan below that describes how to teach students to ask and answer questions about critical-thinking skills. 

Critical Thinking Lesson Plan PDF

Wilson, A. (2016). Critical thinking questions lesson plan. Copyright at Relay GSE. New York, NY:  Relay Graduate School of Education.

Think about the following scenario, which takes place after a teacher has explicitly taught students to ask and answer critical-thinking questions and has given them multiple opportunities to practice.      Teacher: "What does Frog say and do to allow you to figure out one of his character traits?"      Student: "Well, he ate all the cookies, so I think he's hungry."

In such a case, what might you do? 

When you are planning your lessons, you should anticipate that your students will make errors throughout. Here are a series of prompts that you can use to respond to errors. Keep in mind that all students are different, and that students might respond better to some types of feedback than others.

If your student struggles to meet your objective, there are various techniques that you might try to adjust the activity so as best to meet your student's needs. 

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Critical thinking and writing: presenting your sources.

• Critical Thinking
• Problem Solving
• Critical Reading
• Critical Writing
• Presenting your Sources

An important element of critical writing is how you integrate, synthesise, evaluate and use supporting evidence. It is easy to fall into the trap of allowing your sources to stand alone in making a point for you or simply speaking for you. This guide, therefore, highlights some useful techniques for integrating sources in order to strengthen your criticality, ensuring that your voice is leading the argument and the evidence is back in its place of supporting you.

Using your Sources

One of the most important aspects of academic writing is making use of the ideas of other people. Those ideas offer the foundations and evidence for your writing.

There are several ways to report sources:

Quote if you want to use the author’s words;

Paraphrase if you want to keep similar length;

Summarise if you want to make the text shorter;

Synthesise if you need to use information from several sources.  Synthesis  is generally the preferable way to report sources, as it shows your authorship in creating a logical text, organised by topic, referring to the relevant sources, with a commentary on them.

In all cases you need to acknowledge the author’s work with references , or you will be plagiarising.   

How to Introduce Evidence

To properly introduce a source, follow those tips:

1) When quoting someone for the first time, remember to use their full name. After this, you can refer to them by their surname.

2) Express your voice by indicating to the reader whether you agree or disagree with a source, or are simply stating the evidence. You can for example vary the conjunction (as; although; despite...), preposition (according to; in line with; counter to...), reporting verb (states; claims; maintains; suggests; proposes; discusses...).

Look at the examples below and consider the words used. As a reader, would you think the writer is agreeing, disagreeing or simply neutral and stating what Smith says?

According to Smith "..."

As Smith points out "..."

Smith suggests that "..."

Although Smith claims that "..."

Direct Quotes

Quotations can be powerful and compelling, but should be sparse and careful lest making your writing fragmented and difficult to follow (unless you are undertaking textual analysis and need to directly cite a piece of writing). It is important to use quotations correctly, and the following tips can help you:   

• Before inserting a quote, make sure you understand what the quote means, the context in which it is said, and how it will apply to your own text.
• Always remember to introduce the quotation. Providing information, such as the author's name, the source of the quote, or a short summary, will help signpost the quotation and give a clearer indication of how the quote will be used in supporting your argument. 
• Use a variety of reporting verbs when introducing quotations. The way you introduce the quote will help orientate the reader to how you are interpreting and perceiving the quote. 
• As a rule of thumb, for quotations longer than three lines, separate these from the text, indent the whole quotation, remove quotation marks and make it single spaced. Anything shorter than this can remain within the text. 
• Make sure to discuss the quotation afterwards. The quote should never (or almost) stand alone as self-explanatory. Question what the quote means, what your view of it is and how it helps move your argument forward. 
• You can condense a quote by missing out words if it is not all relevant. Add [...] to indicate where the missing text of the quote should be. 
• Keep in mind that quotations are never meant to replace your own argument; they are merely there to support your argument. Do not allow them to stand in for your own voice. 

The marketing of luxury products is quite different to that of mass products. To begin with, the time frame is longer. As Kapferer and Bastien (2009, p313) aptly suggest, "one does not launch a luxury brand; one builds it progressively by managing the allocation of resources in a very specific way". For example, for luxury brands, advertising does not aim at immediate increases in sales; rather, it aims at fostering people's dreams, and the dreams can take years to turn into effective purchases of the advertised products. Therefore, luxury brands need a marketing strategy that considers the long term, rather than short-term gains. 

Paraphrasing

Paraphrasing is an effective way of using supporting evidence when we want to express the meaning of someone's work through our own words to achieve greater clarity. It is a useful way of demonstrating to your reader that you have understood the content of your supporting evidence and are able to translate another person's ideas into your own words. 

How to paraphrase

• Read and understand the section you wish to paraphrase.
•  Cover it up.
• Express verbally what you remember from the text. 
• Write down with your own words what you remember of the text. 
• Check the text to ensure you have reported the same meaning.
• If you need to add or amend anything, make sure you change the sentence structure and vocabulary of the original text (do not change specific, technical terminology).
• Make sure you reference the passage. 

Original text:

“But the sensation of roughness had almost entirely been ignored by scientists. Euclid, the Greek geometer whose Elements is the world’s oldest treatise with near-modern mathematical reasoning, focused on its opposite, smoothness. He and innumerable followers studied smoothness in exquisite detail. Lines, planes, and spheres are the matter of Euclidean geometry, as we are all taught in grade school. I love them; but they are concepts in men’s minds and works, not in the irregularity and complexity of nature” (Mandelbrot, 2008, p123-124).

Paraphrase: 

Mandelbrot (2008, p123-4) points out that the perception of roughness has generally been overlooked by scientists. Starting with the Greek Euclid, a pioneer of mathematical reasoning, for centuries geometry has been focusing on smooth and neatly drawn figures. This is the geometry we still study at school and are all familiar with. However, those smooth, perfect figures hardly exist in nature, which instead is pervaded by rough, irregular shapes.

Summarising

Summarising text provides an abridged, shorter version of the original text.  

“But the sensation of roughness had almost entirely been ignored by scientists. Euclid, the Greek geometer whose  Elements  is the world’s oldest treatise with near-modern mathematical reasoning, focused on its opposite, smoothness. He and innumerable followers studied smoothness in exquisite detail. Lines, planes, and spheres are the matter of Euclidean geometry, as we are all taught in grade school. I love them; but they are concepts in men’s minds and works, not in the irregularity and complexity of nature” (Mandelbrot, 2008, p123-124).

Mandelbrot (2008, p123-4) points out that Euclidean geometry studies extensively the concept of smooth and smooth shapes, but does not deal with roughness, which is in fact most common in nature.

Video on Summarising and Paraphrasing

Video on summary and paraphrase by Doug Specht, Senior Lecturer at the Westminster School of Media and Communication.

Comparing Sources

Comparing and contrasting is an effective way to show critical thinking and analysis of supporting evidence, particularly when you then continue by drawing your own conclusions from the evidence.

Ball (2005) argues that TV of a violent nature can influence children’s behaviour. However, Smart (2006) states that behaviour improves when parents watch too.  It is possible to argue, therefore that...

Note that the writer proves her critical analysis by suggesting a conclusion. Alternatively, the writer could bring in a third comparison that perhaps suggests another possible outcome or piece of evidence that supports Smart or Ball.

To strengthen the writing further, the writer could relate the comparison back to the topic sentence of the paragraph, demonstrating to the reader why this evidence is relevant in relation to what they are trying to argue in this paragraph, or throughout the essay as a whole.

Synthesising

Synthesis is an important element of academic writing, demonstrating comprehension, analysis, evaluation and original creation. 

• With synthesis you extract content from different sources to create an original text. While paraphrase and summary maintain the structure of the given source(s), with synthesis you create a new structure. 
• The sources will provide different perspectives and evidence on a topic. They will be put together when agreeing, contrasted when disagreeing. The sources must be referenced. 
• Perfect your synthesis showing the flow of your reasoning, expressing critical evaluation of the sources and drawing conclusions. 
• When you synthesise think of "using strategic thinking to resolve a problem requiring the integration of diverse pieces of information around a structuring theme" (Mateos and Sole 2009, p448).
• Synthesis is a complex activity, which requires an high degree of comprehension and active engagement with the subject. As you progress in higher education, so increase the expectations on your abilities to  synthesise .

How to synthesise:

• Identify themes/issues you'd like to discuss. These ideas can come from the texts you are reading.
• Read each text and look for information on the themes/issues you'd like to discuss. 
• Ask:  how does this text relate to others? Is it in agreement with other sources? Does it differ in its perspective? Is its supporting evidence holding up? 
• Write your synthesis with your own flow. 
• Put together sources stating the same point; distinguish sources presenting counter-arguments or different points. 
• Always provide the references.

The best synthesis require a "recursive process" whereby you read the source texts, identify relevant parts, take notes, produce drafts, re-read the source texts, revise your text, re-write... (Mateos and Sole, 2009)

What is good synthesis? 

The quality of your synthesis can be assessed considering the following (Mateos and Sole, 2009, p439): 

• Integration and connection of the information from the source texts around a structuring theme.
• Selection of ideas necessary for producing the synthesis.
• Appropriateness of the interpretation, e.g. absence of incorrect content. 
• Elaboration of the content. 

Original texts (fictitious):

Animal experimentation is a subject of heated debate. Some argue that painful experiments should be banned. Indeed it has been demonstrated that such experiments make animals suffer physically and psychologically (Chowdhury 2012; Panatta and Hudson 2016). On the other hand, it has been argued that animal experimentation can save human lives and reduce harm on humans (Smith 2008). This argument is only valid for toxicological testing, not for tests that, for example, merely improve the efficacy of a cosmetic (Turner 2015). It can be suggested that animal experimentation should be regulated to only allow toxicological risk assessment, and the suffering to the animals should be minimised.  

Doug Specht, Senior Lecturer at the Westminster School of Media and Communication, explains synthesis for us in the following video. 

Evaluating Evidence

An essential element of critical thinking, reading and writing is to evaluate the evidence you encounter. The basis of the evaluation can be, for example, the validity, reliability, methodology, date of the study in question. 

Smith and Fry (2020) label online learning at the University of Ketchup as a success. However, their conclusions are based on interviews with teaching staff and the University management. The authors failed to investigate the students' views on online learning at the University. Therefore, a major measure of such purported success was not considered by Smith and Fry's study. 

In this example, the writer has considered the study carried out by Smith and Fry and suggests a limitation to the study's methodology that may have caused biased results. By suggesting a limitation, the writer has not taken the study for granted, accepting the results without critically analysing and questioning the validity of the study. 

Bibliography

Bottomley, J. 2015. Academic Writing for International  Students of Science , London: Routledge.

Kapferer, J. and Bastien, V. (2009). The specificity of luxury management: Turning marketing upside down.  Journal of Brand Management , 16(5-6), pp.311-322.

Mandelbrot, B. and Hudson, R. (2008).  The (Mis)Behaviour of Markets . London: Profile Books.

Mateos, M. and Solé, I. (2009). Synthesising information from various texts: A study of procedures and products at different educational levels.  European Journal of Psychology of Education , 24(4), pp.435-451.

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• What is Critical Thinking?

The ability to think critically calls for a higher-order thinking than simply the ability to recall information.

Definitions of critical thinking, its elements, and its associated activities fill the educational literature of the past forty years. Critical thinking has been described as an ability to question; to acknowledge and test previously held assumptions; to recognize ambiguity; to examine, interpret, evaluate, reason, and reflect; to make informed judgments and decisions; and to clarify, articulate, and justify positions (Hullfish & Smith, 1961; Ennis, 1962; Ruggiero, 1975; Scriven, 1976; Hallet, 1984; Kitchener, 1986; Pascarella & Terenzini, 1991; Mines et al., 1990; Halpern, 1996; Paul & Elder, 2001; Petress, 2004; Holyoak & Morrison, 2005; among others).

After a careful review of the mountainous body of literature defining critical thinking and its elements, UofL has chosen to adopt the language of Michael Scriven and Richard Paul (2003) as a comprehensive, concise operating definition:

Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.

Paul and Scriven go on to suggest that critical thinking is based on: "universal intellectual values that transcend subject matter divisions: clarity, accuracy, precision, consistency, relevance, sound evidence, good reasons, depth, breadth, and fairness. It entails the examination of those structures or elements of thought implicit in all reasoning: purpose, problem, or question-at-issue, assumptions, concepts, empirical grounding; reasoning leading to conclusions, implication and consequences, objections from alternative viewpoints, and frame of reference. Critical thinking - in being responsive to variable subject matter, issues, and purposes - is incorporated in a family of interwoven modes of thinking, among them: scientific thinking, mathematical thinking, historical thinking, anthropological thinking, economic thinking, moral thinking, and philosophical thinking."

This conceptualization of critical thinking has been refined and developed further by Richard Paul and Linder Elder into the Paul-Elder framework of critical thinking. Currently, this approach is one of the most widely published and cited frameworks in the critical thinking literature. According to the Paul-Elder framework, critical thinking is the:

• Analysis of thinking by focusing on the parts or structures of thinking ("the Elements of Thought")
• Evaluation of thinking by focusing on the quality ("the Universal Intellectual Standards")
• Improvement of thinking by using what you have learned ("the Intellectual Traits")

Selection of a Critical Thinking Framework

The University of Louisville chose the Paul-Elder model of Critical Thinking as the approach to guide our efforts in developing and enhancing our critical thinking curriculum. The Paul-Elder framework was selected based on criteria adapted from the characteristics of a good model of critical thinking developed at Surry Community College. The Paul-Elder critical thinking framework is comprehensive, uses discipline-neutral terminology, is applicable to all disciplines, defines specific cognitive skills including metacognition, and offers high quality resources.

Why the selection of a single critical thinking framework?

The use of a single critical thinking framework is an important aspect of institution-wide critical thinking initiatives (Paul and Nosich, 1993; Paul, 2004). According to this view, critical thinking instruction should not be relegated to one or two disciplines or departments with discipline specific language and conceptualizations. Rather, critical thinking instruction should be explicitly infused in all courses so that critical thinking skills can be developed and reinforced in student learning across the curriculum. The use of a common approach with a common language allows for a central organizer and for the development of critical thinking skill sets in all courses.

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What is synthesis?

Synthesizing information is the opposite of analyzing information. When you read an article or book, you have to pull out specific concepts from the larger document in order to understand it. This is analyzing.

When you synthesize information, you take specific concepts and consider them together to understand how they compare/contrast and how they relate to one another. Synthesis involves combining multiple elements to create a whole.

In regard to course assignments, the  elements  refer to the outside sources you've gathered to support the ideas you want to present. The  whole  then becomes your conclusion(s) about those sources.

How do I synthesize information?

Note: These steps offer a guideline, but do what works for you best.

• This is where you really decide if you want to read specific materials
• If you have gathered a substantial amount of literature and reading all of it would prove overwhelming, read the abstracts to get a better idea of the content, then select the materials that would best support your assignment
• Describe and analyze the findings and/or the author's main ideas
• What's the author's message?
• What evidence do they use to support their message?
• What does the author want a reader to understand?
• What is the larger impact of the author's message?
• Compare and contrast the main ideas and other pertinent information you found in each source
• Evaluate the quality and significance of these main ideas
• Interpret the main ideas in the context of your research question or assignment topic
• This is the step where your synthesis of the information will lead to logical conclusions about that information
• These conclusions should speak directly to your research question (i.e. your question should have an answer)

Visit the link below for helpful resources on note-taking:

• Other Helpful Tips: Note-Taking & Proofreading

This video from GCFLearnFree.org explains synthesis from the perspective of how we synthesize information in our daily lives.

This video from USU Libraries explains synthesis from the perspective of synthesizing information in a research project.

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Catch These Benefits! 13 Examples of Critical Thinking in the Workplace

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Your team is dealing with a sudden decrease in sales, and you’re not sure why.

When this happens, do you quickly make random changes and hope they work? Or do you pause, bring your team together , and analyze the problem using critical thinking?

In the pages ahead, we’ll share examples of critical thinking in the workplace to show how critical thinking can help you build a successful team and business.

Ready to make critical thinking a part of your office culture?

Let’s dive in!

What Is Critical Thinking? A Quick Definition

Critical thinking is the systematic approach of being a sharp-minded analyst. It involves asking questions, verifying facts, and using your intellect to make decisions and solve problems.

The process of thinking critically is built upon a foundation of six major steps:

• Comprehension
• Application
• Creation/Action

First, you gather “knowledge” by learning about something and understanding it. After that, you put what you’ve learned into action, known as “application.” When you start looking closely at the details, you do the “analysis.”

After analyzing, you put all those details together to create something new, which we call “synthesis.” Finally, you take action based on all your thinking, and that’s the “creation” or “action” step.

Examples of Critical Thinking in the Workplace

Even if the tasks are repetitive, or even if employees are required to follow strict rules, critical thinking is still important. It helps to deal with unexpected challenges and improve processes.

Let’s delve into 13 real examples to see how critical thinking works in practice.

1. Evaluating the pros and cons of each option

Are you unsure which choice is the best? Critical thinking helps you look at the good and bad sides of each option. This ensures that you make decisions based on facts and not just guesses.

Product development : For example, a product development team is deciding whether to launch a new product . They must evaluate the pros and cons of various features, production methods, and marketing strategies to make an informed decision. Obviously, the more complete their evaluation is, the better decisions they can make.

2. Breaking down complex problems into smaller, manageable parts

In the face of complex problems, critical thinkers are able to make the problem easier to solve. How? They create a step-by-step process to address each component separately.

Product deliveries and customer support . Imagine you work in a customer service department, and there has been a sudden increase in customer complaints about delayed deliveries. You need to figure out the root causes and come up with a solution.

So, you break down the problem into pieces – the shipping process, warehouse operations, delivery routes, customer communication, and product availability. This helps you find out the major causes, which are:

• insufficient staff in the packaging department, and
• high volume of orders during specific weeks in a year.

So, when you focus on smaller parts, you can understand and address each aspect better. As a result, you can find practical solutions to the larger issue of delayed deliveries.

3. Finding, evaluating and using information effectively

In today’s world, information is power. Using it wisely can help you and your team succeed. And critical thinkers know where to find the right information and how to check if it’s reliable.

Market research : Let’s say a marketing team is conducting market research to launch a new product. They must find, assess, and use market data to understand customer needs, competitor tactics, and market trends. Only with this information at hand can they create an effective marketing plan.

4. Paying attention to details while also seeing the bigger picture

Are you great at noticing small things? But can you also see how they fit into the larger picture? Critical thinking helps you do both. It’s like zooming in and out with a camera. Why is it essential? It helps you see the full story and avoid tunnel vision.

Strategic planning . For instance, during strategic planning, executives must pay attention to the details of the company’s financial data, market changes, and internal potential. At the same time, they must consider the bigger picture of long-term goals and growth strategies.

5. Making informed decisions by considering all available information

Ever made a choice without thinking it through? Critical thinkers gather all the facts before they decide. It ensures your decisions are smart and well-informed.

Data analysis . For example, data analysts have to examine large datasets to discover trends and patterns. They use critical thinking to understand the significance of these findings, get useful insights, and provide recommendations for improvement.

6. Recognizing biases and assumptions

Too many workplaces suffer from unfair and biased decisions. Make sure yours isn’t on this list. Critical thinkers are self-aware and can spot their own biases. Obviously, this allows them to make more objective decisions.

Conflict resolution . Suppose a manager needs to mediate a conflict between two team members. Critical thinking is essential to understand the underlying causes, evaluate the validity of each person’s opinion, and find a fair solution.

Hiring decisions . Here’s another example. When hiring new employees, HR professionals need to critically assess candidates’ qualifications, experience, and cultural fit. At the same time, they have to “silence” their own assumptions to make unbiased hiring decisions.

7. Optimizing processes for efficiency

Critical thinking examples in the workplace clearly show how teams can improve their processes.

Customer service . Imagine a company that sells gadgets. When customers have problems, the customer service team reads their feedback. For example, if many people struggle to use a gadget, they think about why that’s happening. Maybe the instructions aren’t clear, or the gadget is too tricky to set up.

So, they work together to make things better. They make a new, easier guide and improve the gadget’s instructions. As a result, fewer customers complain, and everyone is happier with the products and service.

8. Analyzing gaps and filling them in

Discovering problems in your company isn’t always obvious. Sometimes, you need to find what’s not working well to help your team do better. That’s where critical thinking comes in.

Training and development . HR professionals, for instance, critically analyze skill gaps within the organization to design training programs. Without deep analysis, they can’t address specific needs and upskill their employees .

9. Contributing effectively to team discussions

In a workplace, everyone needs to join meetings by saying what they think and listening to everyone else. Effective participation, in fact, depends on critical thinking because it’s the best shortcut to reach collective decisions.

Team meetings . In a brainstorming session, you and your colleagues are like puzzle pieces, each with a unique idea. To succeed, you listen to each other’s thoughts, mix and match those ideas, and together, you create the perfect picture – the best plan for your project.

10. Contributing effectively to problem-solving

Effective problem-solving typically involves critical thinking, with team members offering valuable insights and solutions based on their analysis of the situation.

Innovative SaaS product development . Let’s say a cross-functional team faces a challenging innovation problem. So, they use critical thinking to brainstorm creative solutions and evaluate the feasibility of each idea. Afterwards, they select the most promising one for further development.

11. Making accurate forecasts

Understanding critical thinking examples is essential in another aspect, too. In fact, critical thinking allows companies to prepare for what’s coming, reducing unexpected problems.

Financial forecasting . For example, finance professionals critically assess financial data, economic indicators, and market trends to make accurate forecasts. This data helps to make financial decisions, such as budget planning or investment strategies.

12. Assessing potential risks and recommending adjustments

Without effective risk management , you’ll constantly face issues when it’s too late to tackle them. But when your team has smart thinkers who can spot problems and figure out how they might affect you, you’ll have no need to worry.

Compliance review . Compliance officers review company policies and practices to ensure they align with relevant laws and regulations. They want to make sure everything we do follows the law. If they find anything that could get us into trouble, they’ll suggest changes to keep us on the right side of the law.

13. Managing the crisis

Who else wants to minimize damage and protect their business? During a crisis, leaders need to think critically to assess the situation, make rapid decisions, and allocate resources effectively.

Security breach in a big IT company . Suppose you’ve just discovered a major security breach. This is a crisis because sensitive customer data might be at risk, and it could damage your company’s reputation.

To manage this crisis, you need to think critically. First, you must assess the situation. You investigate how the breach happened, what data might be compromised, and how it could affect your customers and your business. Next, you have to make decisions. You might decide to shut down the affected systems to prevent further damage. By taking quick, well-planned actions, you can minimize the damage and protect your business.

Encouraging Critical Thinking in Your Team: A Brief Manager’s Guide

According to Payscale’s survey, 60% of managers believe that critical thinking is the top soft skill that new graduates lack. Why should you care? Well, among these graduates, there’s a good chance that one could eventually become a part of your team down the road.

So, how do you create a workplace where critical thinking is encouraged and cultivated? Let’s find out.

Step 1: Make Your Expectations Clear

First things first, make sure your employees know why critical thinking is important. If they don’t know how critical it is, it’s time to tell them. Explain why it’s essential for their growth and the company’s success.

Step 2: Encourage Curiosity

Do your employees ask questions freely? Encourage them to! A workplace where questions are welcomed is a breeding ground for critical thinking. And remember, don’t shut down questions with a “That’s not important.” Every question counts.

Step 3: Keep Learning Alive

Encourage your team to keep growing. Learning new stuff helps them become better thinkers. So, don’t let them settle for “I already know enough.” Provide your team with inspiring examples of critical thinking in the workplace. Let them get inspired and reach new heights.

Step 4: Challenge, Don’t Spoon-Feed

Rethink your management methods, if you hand your employees everything on a silver platter. Instead, challenge them with tasks that make them think. It might be tough, but don’t worry. A little struggle can be a good thing.

Step 5: Embrace Different Ideas

Do you only like ideas that match your own? Well, that’s a no-no. Encourage different ideas, even if they sound strange. Sometimes, the craziest ideas lead to the best solutions.

Step 6: Learn from Mistakes

Mistakes happen. So, instead of pointing fingers, ask your employees what they learned from the mistake. Don’t let them just say, “It’s not my fault.”

Step 7: Lead the Way

Are you a critical thinker yourself? Show your employees how it’s done. Lead by example. Don’t just say, “Do as I say!”

Wrapping It Up!

As we’ve seen, examples of critical thinking in the workplace are numerous. Critical thinking shows itself in various scenarios, from evaluating pros and cons to breaking down complex problems and recognizing biases.

The good news is that critical thinking isn’t something you’re born with but a skill you can nurture and strengthen. It’s a journey of growth, and managers are key players in this adventure. They can create a space where critical thinking thrives by encouraging continuous learning.

Remember, teams that cultivate critical thinking will be pioneers of adaptation and innovation. They’ll be well-prepared to meet the challenges of tomorrow’s workplace with confidence and competence.

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Asana vs Wrike

Basecamp vs Slack

Smartsheet vs Airtable

Trello vs ClickUp

Monday.com vs Jira Work Management

Trello vs asana.

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