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Chapter 30. CRITICAL REVIEW
Introduction
Basics
Advanced
Samples
Activities
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Introduction to
Critical Review
Note: This
chapter has FIVE
web pages--be sure to also
read
"Basics,"
Advanced,"
and "Samples"
in this chapter.
You may go to
them by clicking
on the links
directly above,
or in the right
column.
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Welcome!
This introductory page of the
"Critical Review" chapter offers a simple, brief summary. For more, go to "Basics" and
to "Sample Papers"
by students. If
you understand this type of paper already or want to explore it in more depth, you might prefer to read "Advanced
Methods." All five web pages of this chapter are listed at the top of
this page--and also in the
right-hand column. Simply click on one of the five pages.
A
critical review as
discussed in this chapter is a formal academic or professional
critical review. It is a formal discussion of the contents, implications, and quality of an
academic or professional text: a nonfiction book, essay, or article.
Sometimes non-text materials, such as educational videos, also are discussed
using this formal model of reviewing. A critical review is not a book report, nor is it a
literary
analysis,
literary
review , movie
review, or other
arts review that works with the
elements of literature or art. Rather, a critical review is a thorough,
usually formal discussion
that uses a variety of critical-thinking tools, especially (a) logical, accurate
summary; (b) discussion or analysis of arguments, implications, and responses; and
(c) evaluative weighing of the quality of the writing, organization,
and contents.
Examples of critical reviews are most common in
simple, less formal versions appearing in newspapers and magazines: of
educational nonfiction books with contents organized by subject matter (not in
story form). Such reviews summarize the content of the text being
reviewed, discuss various opinions or possible responses from the public, and
evaluate how well the text has been developed. Examples of
formal--academic or professional--reviews often can be found in the latter half
of academic and professional journals and magazines. A formal review often
discusses two, three, or more texts on a single subject at the same time, thus
enabling the reviewer to compare and contrast several works. Like a
newspaper review, a professional or academic review summarizes the contents of
the works reviewed. However, in discussing opinions, it often does not
worry as much about public opinions and responses but rather those of experts in
the field. And in evaluating the quality of the works reviewed, the value
and method of research often is considered much more important than the quality
of the writing.
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Writer's Goal
or Assignment |
The goal of writing a critical
review is to help readers
decide whether to read or view a text. Summarizing
gives readers a thoughtful, unbiased account of what the work says.
Opinions from the public or experts help readers understand how the work might
be perceived from several differing viewpoints. And evaluation of quality
helps readers decide whether the work is presented well. Most reviews
follow this pattern of three functions by starting with summary and ending with
evaluation, but there are not always clear-cut sections: the types of
thinking may even be thoroughly intermixed. However, if you wish to write
a simple critical review with all of its major structural elements in it, you
can simply develop your review in three body sections: summary of the work;
arguments, responses, and/or implications; and evaluative judgments. If your instructor
allows it, you also may have a brief first section, after the
introduction, that reports on the issue's history or background, though many
instructors expect their students to mix pertinent background information into the general discussion.
If you need an online reading, go to
links. If
at all possible, choose a subject in your area or field of interest, one
about which you know something or can research easily. Whether you choose
your reading or it is chosen for you, be sure to summarize its contents
thoroughly in your own words. Then decide what kinds of opinion you will
discuss: public responses and viewpoints, experts' responses and
viewpoints, implications, or all three. Then
use a set of criteria to judge--fairly and in a balanced manner--the quality of
the text's writing and research. Enclose your writing with a brief introduction and
conclusion. If
you are writing a research paper, be sure to include quotations
and/or paraphrases from additional sources. These quotations and/or
paraphrases should support your points of discussion, should be
substantial in quality and quantity, and should come from authoritative sources.
Also attach a bibliography appropriate to your field, discipline, or profession.
If you are writing a research paper, each body section must include quotations, paraphrases,
and/or illustrations and other visual materials from your required and optional sources. These
source materials should support your own points of discussion in your paper, should be
substantial in quality and quantity, and should come from authoritative sources.
Also attach a bibliography appropriate to your field, discipline, or profession.
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Here is a typical structure or organization for
critical review. More
development of this structure is shown in the "Basics"
section.
Organization of A Critical Review
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Intro Paragraph:
THE READING,
A SUMMARIZING OPINION,
and introductory details
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(Optional Background
Section)
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Body Section 1:
Summary of contents of reading(s)
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Body Section 2:
Public or Professional Responses,
Arguments, and/or Implications (Meanings/Results)
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(Section 3:
Evaluation of Quality Using Criteria
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Concluding Paragraph:
THE READING, OVERALL
EVALUATIVE CONCLUSION,
and concluding details |
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Bibliography
Jones, A.J. Book One, et al.
Smith, B.K. Book Two, et al. |
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A "focus" in writing helps you at any given moment
to concentrate on writing. Here are several helpful, important focuses
people use to develop a disagreement.
[Below, substitute the proper info for the type of
paper for the stuff on analyses as given here:]
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SUBJECT:
If possible, choose a reading about a subject you know well. As you
read it, brainstorm a list of summarizing points, arguments, responses,
implications, and/or evaluations. Choose several such points. Will
they appeal to you throughout your writing time? Do you have enough
details or examples to support what you are saying, or can you find
supporting details easily? Can you write about your subject fully and
logically? What are some problems and solutions your paper could
present? Will your audience find your paper and its solutions
appropriate and interesting? |
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FIRST
& SECOND DRAFTS:
Start with one or two methods that work best for you, but develop the
others in later drafts.
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Read
critically: take your text apart so that you understand its
contents and structure thoroughly (see "How
to Read Critically").
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Free-write: write as much as you
can quickly on what you know about your text or your own viewpoint(s).
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Gather details:
mark or type the quotations in your text that best summarize the
points you hope to make. Write descriptions or a
list of the details you have to support your points--facts, quotations, and/or
experiences.
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Write for your audience: visualize it. What details does it need to take seriously your
critical points of view?
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Organize: make an outline using the
structure
above or whatever structure your instructor suggests.
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Research:
if required, mix
research of
your summaries, arguments, and evaluations with the above methods to develop a first draft during your
research.
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STYLE,
TONE, and WRITER'S ROLE: Develop (in early or late drafts) an
academic style and tone of calm, reasoned, fair, balanced logic. In
your role as a writer, you should remain a neutral observer, simply
applying the analyses in a balanced, logical, consistent manner. |
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AUTHENTICITY: Be as real and
meaningful as
you can to your audience, your content, and yourself. First, respect
your audience: try as fully as you can to consider its own beliefs about
your text. Second, find the heart of the meaning
in both your reading and your examination of it, and write about them clearly
using high-quality supporting details. Third, make your analyses your own: develop them in a way as meaningful to you as possible. |
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