Introduction to Writing a Critique

1. Introduction to Writing a Critique Dr. John Eigenauer Taft College

2. Part I: The Summary • The opening paragraph (or paragraphs) is a summary of what the author says. • This should include a clear statement of his main thesis, and statements about all of her major points. • Should not exceed two paragraphs. • Should not include details.

3. Summary Example • The author argues that college is too expensive. She says that colleges everywhere should lower their tuition, that books should be free, that professors should be paid less, and that military expenditures should pay for education. Finally, she argues that many college campuses should be closed to help lower costs.

4. Summary Bad Example • The author argues that college is too expensive. She shows how some schools charge more than $35,000 per year to go to school there. Those prices are ridiculous. How could anyone afford to go to college at those prices?

5. Summary Bad Example • The author argues that college is too expensive. She shows how some schools charge more than $35,000 per year to go to school there. Harvard, for example, charges $32,500 tuition, while Stanford charges $29,000…

6. Part II: The Critique • Do the facts that the author uses validate her claim? • Does the author rely upon rhetoric to convince the reader? If so, does this validate or invalidate her claim? • Does the author use any confusing terms?

7. Part II: The Critique • Are the arguments logical? • Is there enough evidence to convince you of what the author is saying? • How easy would it be to disagree with the author? • What arguments are there against what the author is saying?

8. What Does It Mean? • Do the facts that the author uses validate her claim? • “The author argues that college is too expensive. She shows that the average college tuition is over $22,000 per year.”

9. What Does It Mean? • Do the facts that the author uses validate her claim? • “The author argues that college is too expensive. She shows that 58% of American students can afford college in 2005, compared to 81% in 1968.”

10. What Does It Mean? • Does the author rely upon rhetoric to convince the reader? If so, does this validate or invalidate her claim? • “The author argues that college is too expensive. She claims that tuition prices are ‘absurd’ and ‘ridiculous’, but she does not tell us why they are ‘absurd.’”

11. What Does It Mean? • Does the author use any confusing terms? • “The author says that colleges don’t provide sufficient incentives to students. It is unclear what she means by ‘sufficient incentives.”

12. What Does It Mean? • Are the arguments logical? • “The author says that students should be given stipends to attend college. Later, she says that students should not be given a ‘free ride.’”

13. What Does It Mean? • Is there enough evidence to convince you of what the author is saying? • “The author says that college is too expensive. However, she never tells us how much the average college tuition is.”

14. What Does It Mean? • What arguments are there against what the author is saying? • “The author says that college is too expensive. However, government studies show that 95% of Americans can afford college through grants, scholarships, or work programs.”

15. Part III: The End • State how effective the author’s arguments were in summary form. • Summarize what you said about the author’s arguments. • Draw a conclusion.