Project #20006 - Article Review

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

 or 3rd

 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. 

Subject General
Due By (Pacific Time) 12/15/2013 11:00 pm
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