Critical Reviews — 40%

Students will complete five (5) Critical Reviews. The lowest grade of the five (5) reviews will be dropped. Each review will examine the assigned reading for that day. Students will determine the success of authors in proving their thesis as they evaluate the reading in light of other works and important course themes. Please see the Course Schedule for the dates by which you must submit your Critical Reviews.

All students will complete the first two reviews, see schedule below. Then, in consultation with the instructor, students will choose three dates from the remaining Critical Review dates to complete the required total of (5) five for the course. Note: students may pick any combination of (3) three dates provided that they complete at least one review in each of Unit 2 and Unit 3. Students will submit their choices via e-mail to the instructor after completing the first two Critical Reviews.

Students will submit their reviews electronically via e-mail as a Word or PDF document to dlauderb@austincc.edu. Critical Reviews will follow the Format and Documentation guidelines below and be no more and no less than 900-1000 words. Reviews are due at 10:00 am on the date due. Each review will count ten (10) points. Combined, the critical reviews will constitute 40% of your course grade

Note: Critical Reviews that do not meet the word limit will earn no higher than 80% or 8 points. Critical Reviews that do not arrive by the 10:00 am deadline will earn no higher than 80% or 8 points.

In each critical review, you will:

• identify the each author’s thesis;
• critically examine the evidence each author presents;
• place each author in conversation with the other works examined that week; and
• evaluate each work in light of significant course themes.

Critical Review Outline

Here is the outline for the critical review.  No, you do NOT need to include the outline format in your reviews.  Just title, your name, four paragraphs, notes, and the bibliography.

Title

By [Name]

I.              Introduction.

1.    Opening Wedge
2.    Transition Sentence
3.    Evaluation Sentence First Article/Chapter
4.    Evaluation Sentence Second Article/Chapter
5.    Transition Sentence
6.    Thesis

 II.            Analysis

A.  Theme One

1.    Topic Sentence
2.    Active sentence that evaluates the author with an endnote.
3.    Active sentence that evaluates the author with an endnote.
4.    Active sentence that evaluates the author with an endnote.
5.    Active sentence that evaluates the author with an endnote.
6.    Active sentence that evaluates the author with an endnote.
7.    Active sentence that evaluates the author with an endnote.
8.    Concluding Sentence

B.   Theme Two

1. Topic Sentence
2. Active sentence that evaluates the author with an endnote.
3. Active sentence that evaluates the author with an endnote.
4. Active sentence that evaluates the author with an endnote.
5. Active sentence that evaluates the author with an endnote.
6. Active sentence that evaluates the author with an endnote.
7. Active sentence that evaluates the author with an endnote.
8. Concluding Sentence

III.          Conclusion.

1.  Restate Thesis
2.  Evaluation of first article/chapter
3.  Evaluation of second article/chapter
4. Restate Theme 1
5.  Restate Theme 2
6.    Concluding Sentence

Expect that the Analysis paragraphs in the body of the essay will be the longest paragraphs.  And, try to keep them about the same length.  Your Intro will be shorter than the body paragraphs.  And the Concluding paragraph will be the shortest of all.

Critical Review Comments Rubric

Remember: tell me ‘who’ does ‘what’ and ‘why’

Mr/Ms.  [Student Name],

So, let’s start with the title . . .

[NOTE:  The title is your first chance to communicate with your reader.  Be sure to focus on explaining your purpose.  Keep it short and snappy and informative.

Remember: tell me 'who' does 'what' and 'why.']

And how do you continue the conversation with the opening wedge?

[NOTE:  The topic sentence of the intro – what I call the ‘opening wedge’ – represents your next opportunity to convince your reader.  So build on the title; continue the conversation you started with the title.  Use the wedge to grab your reader and advance your cause.

Remember: tell me 'who' does 'what' and 'why.']

And on to the body of the intro . . .

[NOTE:  Here I am looking for three things:  some useful historical context; the author'(s) theses – what the author(s) seek to prove; and what you think of the work.  Simply put: does the author prove their point and if so why or why not? 

Remember: tell me ‘who’ does  ‘what’ and ‘why.’]

Now, for your thesis.

        [NOTE: state your case.  Tell your reader the most important information you want to convey.  Be sure to explain who does what and why.  Do not just reiterate your evaluation of the
        reading.  Instead, concentrate on your purpose, your point, what matters to you.  Tell me your thesis.  Make your thesis the driving point of your review.

        Remember: tell me ‘who’ does  ‘what’ and ‘why.’]

And on to the topic sentences

[NOTE:  See how the first topic sentence comes right after you state your thesis?  Use the topics to continue your conversation, to advance your case, to push your thesis. 

Please do NOT tell me what you think of the author or the article in the topics.  Save that discussion for the body of the para.  Instead, use the para to target a key theme of the work that you can also use to make your point.

Remember: tell me ‘who’ does  ‘what’ and ‘why.’]

And the evidence paras . . .  [The text of the two body paras]

[NOTE:  here is where you get to tell me what you think of the book as you target key events/issues/themes/concepts etc.  Make your sentences active and explanatory.  Be sure to tell me what the author tries and what you think of their efforts.  Use active verbs to not only move the prose along but to convey your opinion.  For example, “The author seeks” or “tries’ or “attempts” or “proves”; or “the author demonstrates, examines, reveals, elucidates” and so on.

Remember, you want to insert a quote or paraphrase the author or relate directly to a specific point in the book in every sentence but the topic and concluding sentence.  So, that means you will need an endnote for every sentence of the para except the topic/concluding.

Remember: tell me ‘who’ does  ‘what’ and ‘why.’]

Finally, the conclusion.

[NOTE:  just restate (and not copy):  the thesis, your eval of the author(s), your topic sentences, and then wrap it up with a pithy phrase.

Remember: tell me ‘who’ does  ‘what’ and ‘why.’]

Grade:  /10.00

Let me now if you have any questions.

DML

Students must also follow the Format and Documentation guidelines below in producing their reviews.

Format Requirements 

ALL CRITICAL REVIEWS MUST CONFORM TO THE FORMAT SPECIFICATIONS BELOW.  Critical Reviews that do not follow the format requirements for the completed take-home exam will lose Points:

• Submit as e-mail attachment in a Word or PDF file;
• Page numbers -- top right;   1 Point
• Title -- Top, center, page 1;  1 Point
• Name -- Center; below title with appropriate spacing (see below);   1 Point
• Text -- Begins right below the name on page 1, with appropriate spacing (see below):   1 Point
• Spacing -- TRIPLE spaced, typed or from a printer;   1 Point
• Margins -- one (1) inch from the edge of the page on the:  top, left, right, and bottom;   1 Point
• Pitch -- 12;   1 Point
• Font --  Times Roman preferred; and   1 Point
• Length -- 900-1000 words 2 Points
• Endnotes -- place at the end of your document;  [Not counted in the length.  See Documentation below.]  2 Points
  If you include notes but do not use the correct font size and type, spacing -- see above -- and format according to Turabian, then you lose 1 point
  
• Bibliography -- on a separate page.  [Not counted in the length.  See Documentation below.]  2 Points
  If you include notes but do not use the correct font size and type, spacing -- see above -- and format according to Turabian, then you lose 1 Point
• DEADLINE:  80% See the Course Schedule for the date the Outline and the Final Draft are due.
  Critical Reviews which are received after the 10:00 am deadline on the date listed on the Course Schedule,
  the highest grade you can receive on the assignment will be 80%, or 8/10 points for the Critical Review
• Critical Reviews submitted more than one week after the deadline listed in the Course Schedule will NOT be accepted.

The above particulars are designed to ensure that all students complete works of similar length.

Please:

Documentation

ALL CRITICAL REVIEWS MUST CONFORM TO THE DOCUMENTATION SPECIFICATIONS BELOW.  ANY CRITICAL REVIEW THAT DOES NOT CONFORM TO THE DOCUMENTATION SPECIFICATIONS BELOW WILL LOSE POINTS.  See above

The documentation requirements for the completed Critical Review are:

• endnotes; and
• bibliography

To ensure that you give credit where credit is due, please refer to the source from which you extracted information with an endnote and a bibliography. Start with Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 6th ed. The ACC Library has an excellent link to Turabian. (Chicago: University of Chicago Press, 1996). You can also see the The Chicago Manual of Style Online.  Please use end notes to document your sources using the appropriate formatting (see above). Both the Chicago Manual of Style and the Turabian guides can be found at the ACC Library. 

• where to insert the endnotes in your text;
• what details go into the notes at the end of your document;
• the use of Ibid. when you have the same source in consecutive notes;
• how to shorten a cite when you use it again later in your notes; and
• the difference between note format and bibligraphy format.

The ACC Librarians have put together a remarkable page with all kinds of details and examples for you to follow. And, a link for asking questions! Check out Turabian. Please use the appropriate formatting -- including margins, font size and type, and spacing (see above).

Include a Bibliography on a separate page (with no page number), at the end of your Critical Review.  Here you provide a complete citation for each work cited. A bibliography is NOT the same as a Works Cited. And, a bibliography is NOT the same as the endnotes. And while a bibliography includes most of the same information as the notes, there are important differences, e.g., the order of the author's names, the use of commas, periods, parentheses, and page numbers. Please use the appropriate formatting -- including margins, font size and type, and spacing (see above). 

And, please, do not ask if you can use MLA.  Use Turabian. Thank you!

Students will submit their reviews electronically via e-maill as a Word or PDF document to dlauderb@austincc.edu. Reviews are due at 10:00 am on the date due. Each review will count ten (10) points. Combined, the critical reviews will constitute 40% of your course grade.

© David Marcus Lauderback, 2022, ALL RIGHTS RESERVED