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Order #: S-3928-5560-6541

Topic: Critique Assignment


Deadline: Mar 10, 2014 9:25PM
Page #: 2
Citation: apa
References: 4
English: US
INSTRUCTIONS:
The critique must be done following the American Psychological Association (APA
format . 6th Edition in double space, 12 pt. font, and a word count of approxima
tely 600 words ( 1.5
2pages). See http://www.calstatela.edu/library/guides/3apa.
pdf for specific guidance and references on APA format.
The critique should critically review (NOT summarize!) the article discussed. Yo
u do not have to agree with conclusions reached during discussion.
Use the Critique Structure at the end of this document and the cited APA Format 6t
h edition to guide you through the items that should be addressed in the critiqu
e.
An essential first step to writing a critique is being able to pick out the main
point. Remember that the main point is NOT the same as the purpose. The purpose
is why the author wrote the article, whereas the main point is what the author
concludes from the study. Your task is to critically review some aspect of the a
rticle, which may include the data, methodology, interpretations, and/or conclus
ions. These critiques must be clear, concise, and grammatically correct.
FINAL IMPORTANT NOTE: All facts, figures, and ideas that are not your own need t
o be referenced in your critique! This is absolutely critical. You should provid
e a list of references at the end of your critique, which at a minimum will incl
ude the paper your critique is written about.
Tips for Writing Critiques
1. Go through several drafts. NO ONE can write a perfect essay in one try. Your
first draft should be much longer than the final draft. Then as you edit, try to
make the same amount of information more concise and clear, continually refinin
g your writing.
2. Write in formal English avoiding casual language. Though we want to hear your
opinions avoid using I or me. For example, instead of writing: I think this research
overlooked an
Important factor, just write, This research overlooked an important factor.
3. Though it is important to have a broad and strong vocabulary, don t use stilted
language for
the sake of using fancy words. It makes the paper more difficult to read than is
necessary.
4. Write your critique as if your reader has NOT yet read the paper/essay you ar
e critiquing.
5. Write in active voice instead of passive voice. Active voice which is more di
rect, bold, and concise. For example:
Passive: My first visit to Boston will always be remembered by me.
Active: I shall always remember my first visit to Boston.
Passive: There were a great number of dead leaves lying on the ground.

Active: Dead leaves covered the ground.


The above examples are from The Elements of Style by William Strunk Jr. and E. B
.
White.
6. The criteria used to grade your critiques are explained on the Grading Criter
ia for Critiques at the end of this document.
7. Run spelling and grammar-checking programs carefully, double-checking the spe
lling of all
Specialized and scientific terms your program dictionary will not recognize. Man
y spelling
errors will be caught by these programs and these errors SHOULD NEVER persist in
any work that is to be handed in for grading.
8. Remember, 1-1.5 page maximum, 12 point font minimum, double spaced, word coun
t ~600
words!
Critique content should contain at a minimum:
An introduction (often a single paragraph) contains the following:
Opening sentences
Introduce general topic, including the title/author of the research article and
states the main point(s) of the article. (Remember that the main point is NOT th
e same as the purpose). The purpose is why the author wrote the article, whereas
the main point is what the author concludes from the study).
Statement of thesis, i.e., statement of point to be proven (usually a single sen
tence).
Provide background information on topic and/or materials to be considered. Keep
this relevant to author s thesis.
Each supporting paragraphs of the body should contain the following.
Topic sentence that identifies subject of paragraph and relates it to thesis - t
his limits,
predicts, and defines the discussion that follows.
Evidence/interpretation of evidence that supports the thesis and topic sentence
is introduced.
Final sentence of paragraph that connects evidence and interpretation of
evidence to thesis/topic sentence; refreshes reader s mind about purpose
of paper without becoming repetitive; allows for clear connection
between anchor and next body paragraph or conclusion
A conclusion (often a single paragraph) contains the following:
Restatement of thesis - a brief restatement of your thesis that does not simply
repeat it.
Summary A brief reminder (summary) of points used to support thesis.
Do NOT introduce new topics in the conclusion

Intensified insight Concluding remarks. This is your opportunity to really drive


home
the main thrust of your poster. It is a statement that deepens the idea of the t
hesis without introducing new topic(s) that require additional proof
MGMT 650 (Spring 2013) Grading rubric for critiques
Rating Substance
Style
A
(18-20 pts.)
INTRODUCTION
1. The author s main point is clearly
identified.
Is characterized by paraphrasing of the main idea(s) showing great consideration
of topic under review. No evidence of copying of key phrases
It is clearly stated
Its importance is stated
purpose is clearly stated
SUPPORTING PARAGRAPHS
2. The logic in support of your
evaluation is sound.
3. The ideas in your arguments are relevant and sufficient
4. Discussion should reveal discrepancies in article with fact (if any). Discuss
ion includes all of the following:
cites additional sources to back up ideas
discussion of main part of article and implications for future
CONCLUSIONS
5. The conclusion is clear and concise. They do not simply repeat what is said i
n the article.
6. They effectively summarize the study s outcomes as they relate to the purpose a
nd main points without repeating the introduction
7. They provide constructive critique of the study to show how it could be stren
gthened.
1. There are no grammatical errors.
2. The critique is well organized and easy
to follow.
3. There is an appropriate introduction and
conclusion.
4. There is a maximum of ONE (1) spelling
error.
5. Paper s format follows the APA format 6th edition
6. All citations follow APA format 6th edition
7. Paper is double space, 12 point, Times Roman, and reasonably within the requi
red length of approximately 600 words
B
(16< 18 pts.) INTRODUCTION
1. The author s main point is clearly
identified.
Is characterized by paraphrasing of the main idea(s) showing great consideration
of topic under review. No evidence of copying of key phrases
It is clearly stated
Its importance is stated
purpose is clearly stated
SUPPORTING PARAGRAPHS
2. The logic in support of your
evaluation is sound.
3. The ideas in your arguments are relevant and clear for the most part.
4. Discussion should reveal discrepancies in article with fact (if any). Discuss
ion includes all of the following:

cites additional sources to back up ideas


discussion of main part of article and implications for future
CONCLUSIONS
5. The conclusion is clear and concise. They do not simply repeat what is said i
n the article.
6. They effectively summarize the study s outcomes as they relate to the purpose a
nd main points without repeating the introduction
7. They do not provide constructive critique of the study to show how it could b
e strengthened. 1. There are minor grammatical errors (see
List below this table).
2. The overall organization is good, but
ONE (1) section or sentence is difficult to follow.
3. There are a few spelling errors.
4. There is a misuse or poor choice of a
word or phrase.
5. Paper s format is slightly different than the APA format 6th edition
6. A few citations do not follow APA format 6th edition
7. Paper is double space, 12 point, Times Roman, and reasonably within the requi
red.
C
(14< 16)
INTRODUCTION
1. The author s main point is clear but the
Statement comes primarily from the article and is not stated in student s own word
s.
The purpose and importance of the article are not clear.
The summary is incomplete and does not clearly stat the purpose and main points
SUPPORTING PARAGRAPHS
2. Your arguments are logical but with little supporting evidence.
CONCLUSIONS
3. The conclusion is not clear. Much of it is simply a repeat what is said in th
e article.
.
4. They do not provide a constructive critique of the study or discuss how it ma
y, necessary, be strengthened.
1. There are more than one of any of the errors listed above, or ONE (1) of the
following
errors
2. There is one major grammatical error (see list below table).
3. There are a multiple spelling errors.
4. There is a lack of an appropriate
introduction or conclusion.
5 . Several citations do not follow APA format 6th edition
6. Paper is not double space, 12 point, Times Roman, and reasonably within the r
equired length of approximately 600 words
D
(12< 14)
INTRODUCTION
1. The author s main point and your
evaluation are clear, probably correct,
but both logic and support are weak.
SUPPORTING PARAGRAPHS
2. The main point is not explicitly
made, but can be inferred.
3. The author s main point is clear, but then your paper provides a summary not a
critique of the main ideas.

CONCLUSIONS
4. The conclusion is mostly simply a repeat what is said in the article.
.
5. They do not provide a constructive critique of the study or discuss how it ma
y, necessary, be strengthened.

1. There are two or three of the errors described above under Acceptable .
2. There is more than one major grammatical errors (see list below table).
3. There is a lack of an appropriate
introduction or conclusion
4. Material not well organized.
5. All citations do not follow APA format 6th edition
6. Paper is not double space, 12 point, Times Roman, and reasonably within the r
equired length of approximately 600 words
F
(0< 12) INTRODUCTION
1. The author s main point is not clearly identified.
2. The author s main point is incorrectly identified.
SUPPORTING PARAGRAPHS
3. Your evaluation cannot be ascertained.
CONCLUSION
4. Missing or not relevant to the article
1. There are four or more occurr
ences of the errors listed under Acceptable .
2. There is a lack of overall organization.
3. There is a failure to acknowledge a quotation.
4 6 above not addressed correctly.
TYPES OF GRAMMATICAL ERRORS
MINOR ERRORS
1. Misuse of commas, e.g., placing of a single comma between subject and verb of
a sentence; using commas to set off essential modifying phrase
2. Misuse of colons or semi-colons
3. Failure to close a quotation or parenthetical remark
4. Typos or misspelled words that WILL NOT be caught by spell-checking programs
MAJOR ERRORS
1. Subject and verb of a sentence disagree (plural vs. singular)
2. Incomplete sentences (usually dependent clauses)
3. Run-on sentences (usually separated by only a comma)
4. Typos or misspelled words that WILL be caught by spell-checking prog