Article Review Instructions
There are many articles (maybe more after I do additional searches in a journal database) posted
in the content section of this class. The topic of these articles range all over the place--there will
most likely be something for everyone. Find an article, read it, and write a review. Submit the
article review into the special assignment drop box created for the article review.
Don't know how to write an article review? Well, it is pretty easy: they're usually just two parts:
1.) Summary of article: This part is pretty straight forward—simply tell me what the article is
about. Now a lot of people may think, “but it doesn’t take a whole page
to simply tell you what the article is about…” if that is the case, expand
by going into their supporting details, one-by-one—if you do that, the
one page will fill up quickly.
2.) Critical analysis of article: this is where you state how well the author backed up his/her
argument, were they right? were they wrong? did they do a good
job writing the article? did they do bad job writing the article? Are
they a horrible writer that should never write again? Again, the
student may think, “but it doesn’t take a whole page to say
whether they’re a good writer or not…” Again, just expand by
refuting or supporting their supporting details, one-by-one, and
that page will fill up quickly.
Article Review = 2 pages. One page is the summary and the other page is the analysis.
Page #1 = summary. Page #2 = critical analysis.
Please do not kill any bunnies when writing this article. The most difficult part about this article
review is that it does have to be read in its entirely—and some of them are 30 pages long.
Reading the introduction & conclusion will not cut it. These article reviews are due by the end of
the semester. That gives you 8 weeks to do them! That is forever in school land.
Be sure to read the Rubric/Grading Sheet in addition to this document to see how the
student is to be graded.
Part A Summary
11 points Identify the author’s thesis/thesis statement.
A thesis statement identifies what an article is about. It is
usually found near the last sentence in the first
paragraph—or first couple of paragraphs. Every academic
article is going to have a thesis statement of some sort—
some are cut & dry, and others are loosely stated, but they
are there, somewhere. Here the student can paraphrase,
or provide the direct statement, that identifies what the
article is about; for example: “The author has a 3 point
argument…this is 1st, this is 2nd, and this is 3rd…”
11 points Identify pages different supporting elements begin.
The thesis statement lays out what the paper is about with
different points. When the author switches gears and
begins a 2nd
point that supports the main argument,
let the reader know when this occurs; for example: “On
page 13 the author begins to discuss…”
11 points Provide the author’s ultimate conclusion.
After the author lays out their argument, and then spends
the entire paper supporting their argument, they will
conclude with a final discussion. Briefly provide the content
of that final discussion; for example: “…and to wrap it up,
the author ultimately states…”
Part B Analyze
11 points Overall Impression
This is where the student discusses whether the author was
successful in providing a sound argument and/or report.
The student does this by critically analyzing the
information and content provided that the author used to
support the main thesis statement/argument.
11 points Positive or reinforcing example
Provide an example where the author backed up his or her
assertion quite clearly from the text. Remember, even if
the student feel negatively about the whole paper, surely
there are moments in the text where the author was being
clear or well-spoken, or conversely, if the student quite clearly from the text. Remember, even if
the student feel negatively about the whole paper, surely there are moments in the text where the author was being clear or well-spoken, or conversely, if the student quite enjoyed the whole paper, provide an example, in the form of an excerpt, where the author was quite astute at putting forth their argument and/or report. 11 points Negative aspect or component of argument This is the opportunity for the student to provide an example that shows the argument or report was poorly written, or conversely, even if the student enjoyed the article, surely there is a moment where the author could have stated content better; for example: “Although I knew what the author was getting at, he or she could have stated this better…” Part C Mechanics 11 points No incorrectly spelled words Spell-checker is an amazing thing. 11 points Proper Punctuation If the student does not know where the comma goes, the solution is simple: divide the complex and/or compound sentence into two (or more) simple sentences—it worked for Ernest Hemingway. Also avoid fragments; each sentence requires a verb and a noun. 11 points Length The paper needs to be two pages long and double-spaced. Point grading system 10-11 points per section: Student did exceedingly well; 11 points means absolute perfection and went above and beyond the call of duty. 9 points per section: Student submitted above average work. In this case there were a few, minor flaws in writing or organization that prohibited a perfect or near perfect score. 8 points per section: Student submitted average work. The work was adequate but not indicative of excellent or above average work. Below 8 points per section: Work is either missing or does not fulfill, the requirements of the assignment by varying degrees.
|Due By (Pacific Time)||12/15/2013 11:00 pm|
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