Key [1] Title and bibliographic details of the text [2] Introduction [3] Reporting verbs [4] Presents the aim/purpose of the article and Key findings [5] Sentence themes focus on the text [6] Transition signals provide structure and coherence [7] Reviewer’s judgement [8] Conclusion summarizes reviewer’s judgement [9] Modality used to express certainty and limit overgeneralizing [10] Offers recommendations [11] Concessive clauses assist in expressing a mixed response [12] Qualifies reviewer’s judgement Language features of the critical review 1. Reporting verbs and phrases These are used to tell the reader what the author thinks or does in their text. Komisar begins his article claiming that the new teaching machines represent a new kind of encounter.1 2. Modality Modal verbs and other expressions are used to express degrees of certainty and probability (from high to low). Writers use modality to present ideas as opinions rather than facts. The word ‘theory’ has an honorific status. … The same could probably be said for ‘practice’. 1
3. Conceding (Concessive clauses) Here an adverbial clause can be used to describe a circumstance that is in contrast or unfavorable to another circumstance. In academic writing, concessive clauses are one way (there are others!) to acknowledge the strength/ validity of an idea before presenting an alternate view. This does not weaken your critique; rather it can show balance and fairness in your analysis. Though by no means the first empiricist among the Greek philosophers, Aristotle stood out among his contemporaries for the meticulous care with which he worked. 2 (Adapted from: 1 Hyman R (Ed) 1971, Contemporary thought on teaching, Prentice-Hall, New Jersey. 2 Dunbar R 1995, The trouble with science, Faber & Faber, London.) (These reading material is taken from https://student.unsw.edu.au/writing-critical-review. Feel free to visit the site for more information)
How to Write a Critical Review of a Journal Article What is a Critical Review of a Journal Article? A critical review of a journal article evaluates the strengths and weaknesses of an article's ideas and content. It provides description, analysis and interpretation that allow readers to assess the article's value. Before You Read the Article • What does the title lead you to expect about the article? • Study any sub-headings to understand how the author organized the content. • Read the abstract for a summary of the author's arguments. • Study the list of references to determine what research contributed to the author's arguments. Are the references recent? Do they represent important work in the field? • If possible, read about the author to learn what authority he or she has to write about the subject. • Consult Web of Science to see if other writers have cited the author's work. (Please see 'How to use E-Indexes'.) Has the author made an important contribution to the field of study? Reading the Article: Points to Consider Read the article carefully. Record your impressions and note sections suitable for quoting. • Who is the intended audience? • What is the author's purpose? To survey and summarize research on a topic? To present an argument that builds on past research? To refute another writer's argument? • Does the author define important terms? • Is the information in the article fact or opinion? (Facts can be verified, while opinions arise from interpretations of facts.) Does the information seem well-researched or is it unsupported? • What are the author's central arguments or conclusions? Are they clearly stated? Are they supported by evidence and analysis? • If the article reports on an experiment or study, does the author clearly outline methodology and the expected result? • Is the article lacking information or argumentation that you expected to find? • Is the article organized logically and easy to follow? • Does the writer's style suit the intended audience? Is the style stilted or unnecessarily complicated? • Is the author's language objective or charged with emotion and bias? • If illustrations or charts are used, are they effective in presenting information?
Prepare an Outline Read over your notes. Choose a statement that expresses the central purpose or thesis of your review. When thinking of a thesis, consider the author's intentions and whether or not you think those intentions were successfully realized. Eliminate all notes that do not relate to your thesis. Organize your remaining points into separate groups such as points about structure, style, or argument. Devise a logical sequence for presenting these ideas. Remember that all of your ideas must support your central thesis. Write the First Draft The review should begin with a complete citation of the article. For example: Platt, Kevin M. F. "History and Despotism, or: Hayden White vs. Ivan the Terrible and Peter the Great." Rethinking History 3:3 (1999) : 247-269. NOTE: Use the same bibliographic citation format as you would for any bibliography, works cited or reference list. It will follow a standard documentation style such as MLA or APA. Be sure to ask your instructor which citation style to use. For frequently used style guides consult Queen's Library's Citation and Style Guides. The first paragraph may contain: • a statement of your thesis • the author's purpose in writing the article • comments on how the article relates to other work on the same subject • information about the author's reputation or authority in the field The body of the review should: • state your arguments in support of your thesis • follow the logical development of ideas that you mapped out in your outline • include quotations from the article which illustrate your main ideas The concluding paragraph may: • summarize your review • restate your thesis Revise the First Draft Ideally, you should leave your first draft for a day or two before revising. This allows you to gain a more objective perspective on your ideas. Check for the following when revising:
• grammar and punctuation errors • organization, logical development and solid support of your thesis • errors in quotations or in references You may make major revisions in the organization or content of your review during the revision process. Revising can even lead to a radical change in your central thesis. NOTE: Prepared by University of Toronto Mississauga Library, Hazel McCallion Academic Learning Centre (This part of the reading is taken from http://library.queensu.ca/inforef/criticalreview.htm. Feel free to visit the site for more information) 4. Preparing for Critical Review Paper Presentation Now that you are familiar with the procedures and steps to be taken, your need to prepare yourself on how you will conduct yourself in the presentation; what do you need to say, how do you say it etc. So, the following sections will help you to learn some of the language function and presentation tips to be used during your thesis proposal presentation. a. Language Function We shall divide the language functions to 3 parts: the opening, the main presentation and the closing. - The Opening The opening is where you begin your presentation by greetings etc. Good morning, lecturers and fellow friends. My name is Indah Purnama and I would like to thank you for this opportunity. I will be presenting my critical Review Argument for the paper titled “Using Jigsaw Puzzle to Improve Classroom Speaking Interaction in Grade VIII of SMP N 9 Ambon” Good Afternoon, my examiners, my mentor and my audiences. Thank you for this opportunity. My name is Indah Purnama. I will present my critical Review Argument for the paper titled “Using Jigsaw Puzzle to Improve Classroom Speaking Interaction in Grade VIII of SMP N 9 Ambon” The above examples are generic and common way students start their presentation. I would like to suggest an alternative way to start your presentation that is both engaging and creative to hook our audience as shown below: Good morning, everyone. My name is Indah Purnama. I would like to thank you for this opportunity. But before I begin, I want to ask you a question, Can you think back to the memory of learning English at School in SMP or SMA, Do you think we are given time to speak, communicate or interact in English in
the classroom? If you are like me who think that we didn’t then you will be interested in my Critical Review paper on “Using Jigsaw Puzzle to Improve Classroom Speaking Interaction in Grade VIII of SMP N 9 Ambon” - The Main Presentation : Please do Task 5 on your own or with a partner. Your lecturer will discuss and elaborate it further in class for this part - The Closing : Please do Task 5 on your own or with a partner. Your lecturer will discuss and elaborate it further in class for this part TASK 5 Discuss the answer to the following questions: 1. Read the alternative example to the opening sentence, discuss your opinion about it, what makes it different? What impact will that sentences do to your audience and examiners? Can you think of a different alternative way that will lend a great impact to your presentation? 2. What do you think we need to talk about in the Main Presentation? How do we say it? What do we need to consider? 3. What do you think we need to talk about in the closing? How do we say it? What do we need to consider? b. Presentation : Please refer to Module 1 on Tips and Trick of Preparing and Delivering presentation.
Chapter 4 Mini-Survey: Design, Report and Present
1. What is Mini Survey: Survey is defined as a brief interview or discussion about specific topic. In a broader sense Survey is collecting data. This ‘discussion’ or collecting data process can be done through several survey instruments and techniques such as Questionnaire, Interview, Observation, and Survey. Therefore for the purpose of academic speaking second project, we are not going to ask you to do a big project survey. Instead, you will be directed to create a mini (a small scale) survey focusing on simple and direct research point. 2. Survey Instruments There are three major survey instruments and techniques: - Questionnaire : a series of written questions a participant answers. This method gathers responses to questions that are essay or agree/neutral/disagree style - Interview : questions posed to an individual to obtain information about him or her. This type of survey is like a job interview, with one person asking another a load of questions. - Surveys : brief interviews and discussions with individuals about a specific topic. Yes, survey is also a specific type of survey, to make things even more confusing. A survey is a quick interview, with the surveyor asking only a few questions. 3. Planning and Drafting Mini-Survey Please do Task 6 on your own or with a partner. Your lecturer will discuss and elaborate it further in class for this part TASK 6 Discuss the answer to the following questions: a. What do you think are the steps in the planning and drafting Mini-Survey? b. What do we need to do or to think about? What do we need to consider? c. How do you design a survey? d. How does your survey look like? 4. Conducting and Analysis of Survey Please do Task 7 on your own or with a partner. Your lecturer will discuss and elaborate it further in class for this part (Reinhart, 2002) (Harrison, Jakeman, & Paterson, 2007)
TASK 7 Discuss the answer to the following questions: a. How do you conduct your Mini-Survey? b. What do we need to do or to think about? What do we need to consider? c. How do you analyze the collected data from your survey? What are some of the data analysis techniques? 5. Writing Survey Report Your lecturer are going to provide you with the guidelines of how she/he wanted you to submit your survey report. Please do Task 8 on your own or with a partner. Your lecturer will discuss and elaborate it further in class for this part TASK 8 Discuss the answer to the following questions: a. How do you conduct your Mini-Survey? b. What do we need to do or to think about? What do we need to consider? c. How do you analyze the collected data from your survey? What are some of the data analysis techniques? 6. Preparing Research Finding Presentation a. Language Functions b. Presentation : We have already discuss this in the last module and sections. Please refer back to the learning materials.
Bibliography Fraenkel, J. R., & Wallen, N. E. (1993). How to Design and Evaluate Research in Education. Washington: McGraw-Hill. Pendidikan, T. F. (2016). Panduan Penulisan Skripsi dan Makalah. Ambon: Maluku. Reinhart, S. M. (2002). Giving Academic Presentation. Michigan: The University of Michigan Press. Souisa, D. T., & Manuputty, D. R. (2013). Pedoman Penulisan Proposal, Laporan Penelitian dan Makalah Program Studi Pendidikan Bahasa Inggris. Ambon: Prodi Pendidikan Bahasa Inggris, FKIPUniversitas pattimura. Stover, S., Nunez, J. R., & Torrez, E. B. (2014). Speaking Confidently. New York: Zoni Language Center.