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Critical Appraisal Example Essay Cover

Critical reviews, both short (one page) and long (four pages), usually have a similar structure. Check your assignment instructions for formatting and structural specifications. Headings are usually optional for longer reviews and can be helpful for the reader.

Summarising and paraphrasing are essential skills for academic writing and in particular, the critical review. To summarise means to reduce a text to its main points and its most important ideas. The length of your summary for a critical review should only be about one quarter to one third of the whole critical review.

The best way to summarise is to:

  1. Scan the text. Look for information that can be deduced from the introduction, conclusion and the title and headings. What do these tell you about the main points of the article?
  2. Locate the topic sentences and highlight the main points as you read.
  3. Reread the text and make separate notes of the main points. Examples and evidence do not need to be included at this stage. Usually they are used selectively in your critique.

Paraphrasing means putting it into your own words. Paraphrasing offers an alternative to using direct quotations in your summary (and the critique) and can be an efficient way to integrate your summary notes.

The best way to paraphrase is to:

  1. Review your summary notes
  2. Rewrite them in your own words and in complete sentences
  3. Use reporting verbs and phrases (eg; The author describes…, Smith argues that …).
  4. If you include unique or specialist phrases from the text, use quotation marks.

Part of becoming a successful critical reader is being able to translate the thoughts you had whilst reading into your writing.  Below are some written examples of the observations a critical reader may make whilst commenting on various issues in text.

NOTE:  The critical analysis component of each example below is highlighted in blue.

Further examples of critical writing can be found on the UniLearning Website.

Overgeneralisations and assumptions

Researchers often make simplifying assumptions when tackling a complex problem. While the results might provide some insight, these answers will also likely have some limitations.

Example:

Methodological limitations

Researchers may simplify the conditions under which an experiment occurs, compared to the real world, in order to be able to more easily investigate what is going on.

Example:

Objectivity of research

Some research may be biased in its structure.

Example:

Limitations due to sample group

Limitations can arise due to participant numbers. Example:

Limitations can also arise if there is a limited range of participants.

Example:

Limits to applicability

There can be concerns with studies’ applicability, for a number of reasons.

Results not replicated

One such reason could be that the study results have not been replicated in any other study.  If results have not been replicated, it indicates that the results are suggestive, rather than conclusive.

Example:

Long term effects unknown

There would be limits to applicability if long term effects have not been tested.

Example:

Omissions

It is important to look for things that have not been discussed within studies to ascertain whether this would limit the applicability of the results.

Example:

 

Correlation vs. causation

It is important to be aware that just because one variable is correlated with another, it doesn’t necessarily mean that one variable is the cause of another.

Example:

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