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CRITICAL READING AND REACTION PAPERS

CRITICAL READING AND REACTION PAPERS. Based on: Swales, Feak (2004): Academic Writing for Graduate Students , University of Michigan Press. Purpose. Critical thinking Advice: Be fair! Balance your arguments. Give credit where credit is due, criticise where necessary. Style.

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CRITICAL READING AND REACTION PAPERS

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  1. CRITICAL READING AND REACTION PAPERS Based on: Swales, Feak (2004): Academic Writing for Graduate Students, University of Michigan Press.

  2. Purpose • Critical thinking Advice: Be fair! Balance your arguments. Give credit where credit is due, criticise where necessary.

  3. Style • More personal, but still academic I believe, I strongly disagree, I fully support the argument… - acceptable

  4. Structure • Brief summary/overview (one pg.?) of the text (lecture, event, project proposal, report…) • Reaction (well-structured opinion supported by arguments, rules for essay writing)

  5. Content Summary/Overview • What question is addressed (purpose)? Objectives of the text? • Authors’ conclusion? (if reacting to a text) Reaction –argumented opinion • Objectives achieved? • Limitations of the text reviewed?(Should the text include …? Is it justified that X was not encompassed by the text? • Use of data/information (reliable?, relevant?, …)? • Strengths and/or weaknesses? • Final conclusions made by the student

  6. Language The author (writer, XY,)… … presents/discusses/provides … …a plausible cause for (image of, description of, important discussion on, advice on compelling argument for …)

  7. Language - weaknesses • .. takes on the difficult task of … Unfortunately, … • This effort, however, is not fully successful. • Despite its many strengths, there are a number of small, but important weaknesses. • While the author’s position that … is attractive, there are a number of weaknesses in this concept. • The text suffers from a number of limitations (inaccuracies, misconceptions) … ….exhibits several weaknesses… • …can be criticized on several counts. • … raises as many questions as it answers.

  8. Language - weaknesses • In no case do the authors provide any information on … • The author fails to (notice, include …) • Therefore, my reaction to … is (not) very favourable. … • There must also be doubts about … • More seriously, we are given no insight into (information on, data on, …) • While I recognize that …, I still believe, …

  9. Language - strengths • Not only has the author presented some valuable new information, but he has also presented it in a clear and coherent manner. • Particularly compelling was the argument on , … /Even more convincing were the discussions on …/Much less expected was…/ Rather more significant…/Especially noteworthy…/Of greater concern …/ • The value of … lies in (the fact that) … • He correctly points out that … • Although we may not agree that…, • Although this may not be the most reliable (thorough, detailed, accurate…), credit should be given for ..

  10. Homework Process: • read and put down your thoughts • structure your notes (reaction) • Write notes for the summary part of the reaction paper • write both parts of the reaction paper No need to cover all the text in the reaction part of the paper. Focus on items that have provoked your reaction.

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