And in this issue: of the CMEJ: Bahji A, Smith J, Danilewitz M, Crockford D, el-Guebaly N, Stuart H. Towards competency-based medical education in addictions psychiatry: a systematic review. . 2021; 12(3) 10.36834/cmej.69739
More recently, authors such as Greenhalgh 4 have drawn attention to the perceived hierarchy of systematic reviews over scoping and narrative reviews. Like Greenhalgh, 4 we argue that systematic reviews are not to be seen as the gold standard of all reviews. Instead, it is important to align the method of review to what the authors hope to achieve, and pursue the review rigorously, according to the tenets of the chosen review type. Sometimes it is helpful to read part of the literature on your topic before deciding on a methodology for organizing and assessing its usefulness. Importantly, whether you are conducting a review or reading reviews, appreciating the differences between different types of reviews can also help you weigh the author’s interpretation of their findings.
In the next section we summarize some general tips for conducting successful reviews.
In 2016 David Cook wrote an editorial for Medical Education on tips for a great review article. 13 These tips are excellent suggestions for all types of articles you are considering to submit to the CMEJ. First, start with a clear question: focused or more general depending on the type of review you are conducting. Systematic reviews tend to address very focused questions often summarizing the evidence of your topic. Other types of reviews tend to have broader questions and are more exploratory in nature.
Following your question, choose an approach and plan your methods to match your question…just like you would for a research study. Fortunately, there are guidelines for many types of reviews. As Cook points out the most important consideration is to be sure that the methods you follow lead to a defensible answer to your review question. To help you prepare for a defensible answer there are many guides available. For systematic reviews consult PRISMA guidelines ; 13 for scoping reviews PRISMA-ScR ; 14 and SANRA 15 for narrative reviews. It is also important to explain to readers why you have chosen to conduct a review. You may be introducing a new way for addressing an old problem, drawing links across literatures, filling in gaps in our knowledge about a phenomenon or educational practice. Cook refers to this as setting the stage. Linking back to the literature is important. In systematic reviews for example, you must be clear in explaining how your review builds on existing literature and previous reviews. This is your opportunity to be critical. What are the gaps and limitations of previous reviews? So, how will your systematic review resolve the shortcomings of previous work? In other types of reviews, such as narrative reviews, its less about filling a specific knowledge gap, and more about generating new research topic areas, exposing blind spots in our thinking, or making creative new links across issues. Whatever, type of review paper you are working on, the next steps are ones that can be applied to any scholarly writing. Be clear and offer insight. What is your main message? A review is more than just listing studies or referencing literature on your topic. Lead your readers to a convincing message. Provide commentary and interpretation for the studies in your review that will help you to inform your conclusions. For systematic reviews, Cook’s final tip is most likely the most important– report completely. You need to explain all your methods and report enough detail that readers can verify the main findings of each study you review. The most common reasons CMEJ reviewers recommend to decline a review article is because authors do not follow these last tips. In these instances authors do not provide the readers with enough detail to substantiate their interpretations or the message is not clear. Our recommendation for writing a great review is to ensure you have followed the previous tips and to have colleagues read over your paper to ensure you have provided a clear, detailed description and interpretation.
Finally, we leave you with some resources to guide your review writing. 3 , 7 , 8 , 10 , 11 , 16 , 17 We look forward to seeing your future work. One thing is certain, a better appreciation of what different reviews provide to the field will contribute to more purposeful exploration of the literature and better manuscript writing in general.
In this issue we present many interesting and worthwhile papers, two of which are, in fact, reviews.
A chance for reform: the environmental impact of travel for general surgery residency interviews by Fung et al. 18 estimated the CO 2 emissions associated with traveling for residency position interviews. Due to the high emissions levels (mean 1.82 tonnes per applicant), they called for the consideration of alternative options such as videoconference interviews.
Understanding community family medicine preceptors’ involvement in educational scholarship: perceptions, influencing factors and promising areas for action by Ward and team 19 identified barriers, enablers, and opportunities to grow educational scholarship at community-based teaching sites. They discovered a growing interest in educational scholarship among community-based family medicine preceptors and hope the identification of successful processes will be beneficial for other community-based Family Medicine preceptors.
Exploring the global impact of the COVID-19 pandemic on medical education: an international cross-sectional study of medical learners by Allison Brown and team 20 studied the impact of COVID-19 on medical learners around the world. There were different concerns depending on the levels of training, such as residents’ concerns with career timeline compared to trainees’ concerns with the quality of learning. Overall, the learners negatively perceived the disruption at all levels and geographic regions.
The impact of local health professions education grants: is it worth the investment? by Susan Humphrey-Murto and co-authors 21 considered factors that lead to the publication of studies supported by local medical education grants. They identified several factors associated with publication success, including previous oral or poster presentations. They hope their results will be valuable for Canadian centres with local grant programs.
Exploring the impact of the COVID-19 pandemic on medical learner wellness: a needs assessment for the development of learner wellness interventions by Stephana Cherak and team 22 studied learner-wellness in various training environments disrupted by the pandemic. They reported a negative impact on learner wellness at all stages of training. Their results can benefit the development of future wellness interventions.
Program directors’ reflections on national policy change in medical education: insights on decision-making, accreditation, and the CanMEDS framework by Dore, Bogie, et al. 23 invited program directors to reflect on the introduction of the CanMEDS framework into Canadian postgraduate medical education programs. Their survey revealed that while program directors (PDs) recognized the necessity of the accreditation process, they did not feel they had a voice when the change occurred. The authors concluded that collaborations with PDs would lead to more successful outcomes.
Experiential learning, collaboration and reflection: key ingredients in longitudinal faculty development by Laura Farrell and team 24 stressed several elements for effective longitudinal faculty development (LFD) initiatives. They found that participants benefited from a supportive and collaborative environment while trying to learn a new skill or concept.
The effect of COVID-19 on medical students’ education and wellbeing: a cross-sectional survey by Stephanie Thibaudeau and team 25 assessed the impact of COVID-19 on medical students. They reported an overall perceived negative impact, including increased depressive symptoms, increased anxiety, and reduced quality of education.
In Do PGY-1 residents in Emergency Medicine have enough experiences in resuscitations and other clinical procedures to meet the requirements of a Competence by Design curriculum? Meshkat and co-authors 26 recorded the number of adult medical resuscitations and clinical procedures completed by PGY1 Fellow of the Royal College of Physicians in Emergency Medicine residents to compare them to the Competence by Design requirements. Their study underscored the importance of monitoring collection against pre-set targets. They concluded that residency program curricula should be regularly reviewed to allow for adequate clinical experiences.
Rehearsal simulation for antenatal consults by Anita Cheng and team 27 studied whether rehearsal simulation for antenatal consults helped residents prepare for difficult conversations with parents expecting complications with their baby before birth. They found that while rehearsal simulation improved residents’ confidence and communication techniques, it did not prepare them for unexpected parent responses.
Peer support programs in the fields of medicine and nursing: a systematic search and narrative review by Haykal and co-authors 28 described and evaluated peer support programs in the medical field published in the literature. They found numerous diverse programs and concluded that including a variety of delivery methods to meet the needs of all participants is a key aspect for future peer-support initiatives.
Towards competency-based medical education in addictions psychiatry: a systematic review by Bahji et al. 6 identified addiction interventions to build competency for psychiatry residents and fellows. They found that current psychiatry entrustable professional activities need to be better identified and evaluated to ensure sustained competence in addictions.
Six ways to get a grip on leveraging the expertise of Instructional Design and Technology professionals by Chen and Kleinheksel 29 provided ways to improve technology implementation by clarifying the role that Instructional Design and Technology professionals can play in technology initiatives and technology-enhanced learning. They concluded that a strong collaboration is to the benefit of both the learners and their future patients.
In his article, Seven ways to get a grip on running a successful promotions process, 30 Simon Field provided guidelines for maximizing opportunities for successful promotion experiences. His seven tips included creating a rubric for both self-assessment of likeliness of success and adjudication by the committee.
Six ways to get a grip on your first health education leadership role by Stasiuk and Scott 31 provided tips for considering a health education leadership position. They advised readers to be intentional and methodical in accepting or rejecting positions.
Re-examining the value proposition for Competency-Based Medical Education by Dagnone and team 32 described the excitement and controversy surrounding the implementation of competency-based medical education (CBME) by Canadian postgraduate training programs. They proposed observing which elements of CBME had a positive impact on various outcomes.
In their work, Interprofessional culinary education workshops at the University of Saskatchewan, Lieffers et al. 33 described the implementation of interprofessional culinary education workshops that were designed to provide health professions students with an experiential and cooperative learning experience while learning about important topics in nutrition. They reported an enthusiastic response and cooperation among students from different health professional programs.
In their article, Physiotherapist-led musculoskeletal education: an innovative approach to teach medical students musculoskeletal assessment techniques, Boulila and team 34 described the implementation of physiotherapist-led workshops, whether the workshops increased medical students’ musculoskeletal knowledge, and if they increased confidence in assessment techniques.
Instagram as a virtual art display for medical students by Karly Pippitt and team 35 used social media as a platform for showcasing artwork done by first-year medical students. They described this shift to online learning due to COVID-19. Using Instagram was cost-saving and widely accessible. They intend to continue with both online and in-person displays in the future.
Adapting clinical skills volunteer patient recruitment and retention during COVID-19 by Nazerali-Maitland et al. 36 proposed a SLIM-COVID framework as a solution to the problem of dwindling volunteer patients due to COVID-19. Their framework is intended to provide actionable solutions to recruit and engage volunteers in a challenging environment.
In Quick Response codes for virtual learner evaluation of teaching and attendance monitoring, Roxana Mo and co-authors 37 used Quick Response (QR) codes to monitor attendance and obtain evaluations for virtual teaching sessions. They found QR codes valuable for quick and simple feedback that could be used for many educational applications.
In Creation and implementation of the Ottawa Handbook of Emergency Medicine Kaitlin Endres and team 38 described the creation of a handbook they made as an academic resource for medical students as they shift to clerkship. It includes relevant content encountered in Emergency Medicine. While they intended it for medical students, they also see its value for nurses, paramedics, and other medical professionals.
The alarming situation of medical student mental health by D’Eon and team 39 appealed to medical education leaders to respond to the high numbers of mental health concerns among medical students. They urged leaders to address the underlying problems, such as the excessive demands of the curriculum.
In the shadows: medical student clinical observerships and career exploration in the face of COVID-19 by Law and co-authors 40 offered potential solutions to replace in-person shadowing that has been disrupted due to the COVID-19 pandemic. They hope the alternatives such as virtual shadowing will close the gap in learning caused by the pandemic.
Canadian Federation of Medical Students' response to “ The alarming situation of medical student mental health” King et al. 41 on behalf of the Canadian Federation of Medical Students (CFMS) responded to the commentary by D’Eon and team 39 on medical students' mental health. King called upon the medical education community to join the CFMS in its commitment to improving medical student wellbeing.
Re: “Development of a medical education podcast in obstetrics and gynecology” 42 was written by Kirubarajan in response to the article by Development of a medical education podcast in obstetrics and gynecology by Black and team. 43 Kirubarajan applauded the development of the podcast to meet a need in medical education, and suggested potential future topics such as interventions to prevent learner burnout.
Response to “First year medical student experiences with a clinical skills seminar emphasizing sexual and gender minority population complexity” by Kumar and Hassan 44 acknowledged the previously published article by Biro et al. 45 that explored limitations in medical training for the LGBTQ2S community. However, Kumar and Hassen advocated for further progress and reform for medical training to address the health requirements for sexual and gender minorities.
In her letter, Journey to the unknown: road closed!, 46 Rosemary Pawliuk responded to the article, Journey into the unknown: considering the international medical graduate perspective on the road to Canadian residency during the COVID-19 pandemic, by Gutman et al. 47 Pawliuk agreed that international medical students (IMGs) do not have adequate formal representation when it comes to residency training decisions. Therefore, Pawliuk challenged health organizations to make changes to give a voice in decision-making to the organizations representing IMGs.
In Connections, 48 Sara Guzman created a digital painting to portray her approach to learning. Her image of a hand touching a neuron showed her desire to physically see and touch an active neuron in order to further understand the brain and its connections.
Tips for Writing a Psychology Critique Paper
Cultura RM / Gu Cultura / Getty Images
An article critique involves critically analyzing a written work to assess its strengths and flaws. If you need to write an article critique, you will need to describe the article, analyze its contents, interpret its meaning, and make an overall assessment of the importance of the work.
Critique papers require students to conduct a critical analysis of another piece of writing, often a book, journal article, or essay . No matter your major, you will probably be expected to write a critique paper at some point.
For psychology students, critiquing a professional paper is a great way to learn more about psychology articles, writing, and the research process itself. Students will analyze how researchers conduct experiments, interpret results, and discuss the impact of the results.
An article critique involves making a critical assessment of a single work. This is often an article, but it might also be a book or other written source. It summarizes the contents of the article and then evaluates both the strengths and weaknesses of the piece. Knowing how to write an article critique can help you learn how to evaluate sources with a discerning eye.
While these tips are designed to help students write a psychology critique paper, many of the same principles apply to writing article critiques in other subject areas.
Your first step should always be a thorough read-through of the material you will be analyzing and critiquing. It needs to be more than just a casual skim read. It should be in-depth with an eye toward key elements.
To write an article critique, you should:
The following guidelines can help you assess the article you are reading and make better sense of the material.
Start by reading the introduction . Think about how this part of the article sets up the main body and how it helps you get a background on the topic.
In addition to answering these basic questions, note other information provided in the introduction and any questions you have.
Is the study procedure clearly outlined in the methods section ? Can you determine which variables the researchers are measuring?
Remember to jot down questions and thoughts that come to mind as you are reading. Once you have finished reading the paper, you can then refer back to your initial questions and see which ones remain unanswered.
Are all tables and graphs clearly labeled in the results section ? Do researchers provide enough statistical information? Did the researchers collect all of the data needed to measure the variables in question?
Make a note of any questions or information that does not seem to make sense. You can refer back to these questions later as you are writing your final critique.
Experts suggest that it is helpful to take notes while reading through sections of the paper you are evaluating. Ask yourself key questions:
The discussion section offers students an excellent opportunity to take a position. If you agree with the researcher's conclusions, explain why. If you feel the researchers are incorrect or off-base, point out problems with the conclusions and suggest alternative explanations.
Another alternative is to point out questions the researchers failed to answer in the discussion section.
Once you have read the article, compile your notes and develop an outline that you can follow as you write your psychology critique paper. Here's a guide that will walk you through how to structure your critique paper.
Begin your paper by describing the journal article and authors you are critiquing. Provide the main hypothesis (or thesis) of the paper. Explain why you think the information is relevant.
The final part of your introduction should include your thesis statement. Your thesis statement is the main idea of your critique. Your thesis should briefly sum up the main points of your critique.
Provide a brief summary of the article. Outline the main points, results, and discussion.
When describing the study or paper, experts suggest that you include a summary of the questions being addressed, study participants, interventions, comparisons, outcomes, and study design.
Don't get bogged down by your summary. This section should highlight the main points of the article you are critiquing. Don't feel obligated to summarize each little detail of the main paper. Focus on giving the reader an overall idea of the article's content.
In this section, you will provide your critique of the article. Describe any problems you had with the author's premise, methods, or conclusions. You might focus your critique on problems with the author's argument, presentation, information, and alternatives that have been overlooked.
When evaluating a study, summarize the main findingsâincluding the strength of evidence for each main outcomeâand consider their relevance to key demographic groups. ï»ż ï»ż
Organize your paper carefully. Be careful not to jump around from one argument to the next. Arguing one point at a time ensures that your paper flows well and is easy to read.
Your critique paper should end with an overview of the article's argument, your conclusions, and your reactions.
Being able to write a solid article critique is a useful academic skill. While it can be challenging, start by breaking down the sections of the paper, noting your initial thoughts and questions. Then structure your own critique so that you present a summary followed by your evaluation. In your critique, include the strengths and the weaknesses of the article.
Archibald D, Martimianakis MA. Writing, reading, and critiquing reviews . Can Med Educ J . 2021;12(3):1-7. doi:10.36834/cmej.72945
Pautasso M. Ten simple rules for writing a literature review . PLoS Comput Biol . 2013;9(7):e1003149. doi:10.1371/journal.pcbi.1003149
GĂŒlpınar Ă, GĂŒĂ§lĂŒ AG. How to write a review article?  Turk J Urol . 2013;39(Suppl 1):44â48. doi:10.5152/tud.2013.054
Erol A. Basics of writing review articles . Noro Psikiyatr Ars . 2022;59(1):1-2. doi:10.29399/npa.28093
American Psychological Association. Publication Manual of the American Psychological Association  (7th ed.). Washington DC: The American Psychological Association; 2019.
By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."
This article provides additional guidance for writing critiques:
Vance DE, Talley M, Azuero A, Pearce PF, & Christian BJ. (2013). Conducting an article critique for a quantitative research study: perspectives for doctoral students and other novice readers. NursingâŻ: Research and Reviews , 2013 , 67–75.
There are 4 distinct components to a critique, and those are the:
Each of these components is described in further detail in the boxes on this page of the guide.
An effective introduction:
For additional guidance on writing introduction paragraphs, librarians recommend:
Need some extra help on thesis statements? Check out our Writing Effective Thesis Statements guide .
A summary is a broad overview of what is discussed in a source. In a critique essay, writers should always assume that those reading the essay may be unfamiliar with the work being examined. For that reason, the following should be included early in the paper:
Depending on the requirements of your particular assignment, the summary may appear as part of the introduction, or it may be a separate paragraph. The summary should always be included before the analysis, as readers need a base-level familiarity of the resource before you can effectively present an argument about what the source does well and where improvements are needed.
More information about summaries can be found on our Writing an Effective Summary guide .
The critique is your evaluation of the resource. A strong critique:
A critique is your opinion of the text, supported by evidence from the text.
If you need further guidance on how to evaluate your source, you can also consult our Evaluating Your Sources guide .
Need help with citation?
Compose papers in pre-formatted APA templates. Manage references in forms that help craft APA citations. Learn the rules of APA style through tutorials and practice quizzes.
Academic Writer will continue to use the 6th edition guidelines until August 2020. A preview of the 7th edition is available in the footer of the resource's site. Previously known as APA Style Central.
A conclusion has three main functions in an essay. A conclusion will:
For additional guidance, the library recommends:
Critique papers are an essential part of academic writing, especially in the fields of humanities and social sciences. They involve analyzing a piece of work and objectively evaluating its strengths and weaknesses. Writing a critique paper can be challenging, requiring careful reading, research, and analysis. Yet, it is possible to produce a high-quality essay with careful planning and attention to detail.
This article will teach you how to write an article critique by explaining the types of critique essays, their structure, and the steps involved in how to write a critique essay. The article also provides essay tips for producing a well-written and effective critique.
A critique paper is an academic paper as a response to a body of work, such as a play, concept, scholarly article, poetry, book, or research paper. Its purpose is to objectively assess the work in question, highlighting its strengths and weaknesses. But also to provide a detailed analysis of its content, structure, and methodology.
This kind of essay can be one of the trickiest assignments, and not everyone can produce a well-scrutinized, original piece of writing. Thatâs why many students reach for assistance from analytical essay writing services that guarantee to handle the job with the help of professional writers and experts. These services proved to be of high quality and effective support to many schoolers who chose to try them in a variety of different disciplines.
Knowing how to write an article critique requires careful reading, analysis, and an evaluative approach. A well-written critique paper example demonstrates the writerâs ability to analyze and evaluate works. It should also be organized logically, guiding the reader through the analysis. Additionally, writers should be aware of their biases and assumptions and strive to critique objectively. On a final note, it’s essential to review the guidelines and follow the required structure. This is to ensure that the article critique meets the assignment’s expectations.
There are several types of essays of this kind, each with its approach and focus. To follow we have a list of the most common ones.
A descriptive critical essay combines elements of descriptive writing with a thorough analysis. In this type of essay, the writer describes a particular work in detail and then evaluates it based on certain criteria. They can provide a deep and insightful understanding of the work using sensory details and descriptive language.
An evaluative essay consists of a personal judgment to evaluate the value or effectiveness of a particular work or idea. In this type of essay, the writer analyzes the work and expresses their opinion on its merits or shortcomings. At the same time, they must avoid personal bias and focus on facts rather than oneâs opinions or feelings. However, it’s also essential to provide a personal perspective and interpretation of the work as long as it’s supported by evidence.
This type of essay involves analyzing and interpreting the meaning and significance of the work being evaluated. It delves deeper into the themes, symbolism, and underlying conveyed messages. When writing an interpretive essay, it’s important to be clear and concise. Avoid confusing the reader by using jargon or unnecessarily complex language.
The structure of a typical critique essay example includes an introduction, a summary, an analysis, and a conclusion. The paper format is a crucial element. Just like when you write your research papers , a critique benefits from a clear one to guide the reader. Therefore, work on defining the critique essay outline before starting the writing process. One of the most common formatting styles to adopt is the APA format (APA: American Psychological Association), which has specific rules and guidelines. And keep in mind that some specific elements should be included in each section:
Introduction: The introductionâs function is to provide background relevant information. It should also include the thesis statement, which is the writer’s main argument or position on the topic. The thesis statement should be clear and specific and presented in a way that engages the reader.
Summary: The summary provides an overview of the text. It must be objective, unbiased, and accurately summarize the piece’s main points. The summary has to be brief and to the point and should only include the most important details of the work.
Analysis: The analysis is where the writer provides their evaluation of the text being critiqued. This section is the most detailed and extensive part of the paper, containing the facts that prove your main argument and support your thesis. The analysis should focus on the thesis statement and provide a clear and logical argument.
Conclusion: In the conclusion, the paper’s main points are summarized, and the thesis statement is restated to emphasize the writer’s main position. It should provide a final evaluation of the work and include recommendations for improvement.
Critique writing requires a thoughtful and detailed approach. You can find below the essential steps to follow:
Read and observe the work:
Before beginning the essay, you should read and observe the work, taking notes on its relevant elements. It is crucial to pay attention to details and to identify both strengths and weaknesses.
Conduct research:
In addition to analyzing the work, you need to research the author, director, or artist and the work’s historical and cultural context. This step can be time and effort-consuming. That’s why as a student who’s probably stuck with many assignments, you can consider to pay for research paper , which will solve the problem most efficiently. The research can provide valuable insights into the work and help you develop a more informed critique.
Develop a thesis statement:
Based on the analysis of the work and any research conducted, you should develop a clear and specific thesis statement that accurately presents your main argument or evaluation of the piece.
Write your critique:
Once you have your thesis statement, you can begin writing your critique essay. Begin by providing some background information on the work in an introduction. In the body of your essay, provide evidence and analysis to support your evaluation. Use specific examples and quotes from the text to support your arguments. Consider including external sources to provide additional context or compare the work to similar works. Finally, end your essay with a conclusion summarizing your main points and restating your thesis statement.
Revise and edit:
After completing the first draft of your essay, you should revise and edit it carefully. Pay attention to your argument’s structure, clarity, and coherence. Also, ensure that your essay logically progresses from one concept to the next. It’s important to note that when you format an essay , considerations may vary depending on the assignment’s specific requirements. Some may require additional sections, such as a discussion of the author’s background or a comparison to other works.
Starting a critique paper requires careful consideration and preparation. It is important to read and understand the subject thoroughly, including its purpose, structure, and context. Once you have a clear understanding of the subject, you should identify specific criteria to use in your evaluation, such as style, structure, effectiveness, relevance, and accuracy. Taking notes on the subject’s strengths, weaknesses, and areas for improvement will help you organize your thoughts, and creating an outline that includes the introduction, analysis, and conclusion will ensure a well-structured paper. Finally, a strong thesis statement that clearly states your evaluation of the subject and the criteria you will use to evaluate it is crucial to the success of your critique paper.
To write a critique paper on a research article, it is essential to consider key areas such as the research question and hypothesis, methodology, results, and overall evaluation. Firstly, determine whether the research question is clear, relevant, and testable. Secondly, evaluate the methodology used in the study to determine whether it’s appropriate for the research question. Thirdly, analyze the results presented in the research article to determine whether they are consistent with the research question and hypothesis. Lastly, evaluate the overall quality and contribution of the research article to the field. By considering these areas, you can provide a comprehensive critique of the research article.
Many students struggle to distinguish between the two. They often summarize the work, neglecting to adopt a personal approach and use analytical skills. In such cases, custom essay writing service Edusson is the best option to handle the job for you. It also helps you improve your critical thinking and practical skills.
Get 15% off your first order with edusson.
Connect with a professional writer within minutes by placing your first order. No matter the subject, difficulty, academic level or document type, our writers have the skills to complete it.
100% privacy. No spam ever.
An official website of the United States government
The .gov means itâs official. Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure youâre on a federal government site.
The site is secure. The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.
Email citation, add to collections.
Your saved search, create a file for external citation management software, your rss feed.
Affiliation.
Learning how to critique research articles is one of the fundamental skills of scholarship in any discipline. The range, quantity and quality of publications available today via print, electronic and Internet databases means it has become essential to equip students and practitioners with the prerequisites to judge the integrity and usefulness of published research. Finding, understanding and critiquing quality articles can be a difficult process. This article sets out some helpful indicators to assist the novice to make sense of research.
PubMed Disclaimer
Full text sources.
NCBI Literature Resources
MeSH PMC Bookshelf Disclaimer
The PubMed wordmark and PubMed logo are registered trademarks of the U.S. Department of Health and Human Services (HHS). Unauthorized use of these marks is strictly prohibited.
Writing a critique involves more than pointing out mistakes. It involves conducting a systematic analysis of a scholarly article or book and then writing a fair and reasonable description of its strengths and weaknesses. Several scholarly journals have published guides for critiquing other people’s work in their academic area. Search for a “manuscript reviewer guide” in your own discipline to guide your analysis of the content. Use this handout as an orientation to the audience and purpose of different types of critiques and to the linguistic strategies appropriate to all of them.
Article or book review assignment in an academic class.
Text: Article or book that has already been published Audience: Professors Purpose:
Text: Book that has already been published Audience: Disciplinary colleagues Purpose:
Text: Manuscript that has been submitted but has not been published yet Audience: Journal editor and manuscript authors Purpose:
For each type of critique, it’s important to state your praise, criticism, and suggestions politely, but with the appropriate level of strength. The following language structures should help you achieve this challenging task.
A strategy called “hedging” will help you express praise or criticism with varying levels of strength. It will also help you express varying levels of certainty in your own assertions. Grammatical structures used for hedging include:
Modal verbs Using modal verbs (could, can, may, might, etc.) allows you to soften an absolute statement. Compare:
This text is inappropriate for graduate students who are new to the field. This text may be inappropriate for graduate students who are new to the field.
Qualifying adjectives and adverbs Using qualifying adjectives and adverbs (possible, likely, possibly, somewhat, etc.) allows you to introduce a level of probability into your comments. Compare:
Readers will find the theoretical model difficult to understand. Some readers will find the theoretical model difficult to understand. Some readers will probably find the theoretical model somewhat difficult to understand completely.
Note: You can see from the last example that too many qualifiers makes the idea sound undesirably weak.
Tentative verbs Using tentative verbs (seems, indicates, suggests, etc.) also allows you to soften an absolute statement. Compare:
This omission shows that the authors are not aware of the current literature. This omission indicates that the authors are not aware of the current literature. This omission seems to suggest that the authors are not aware of the current literature.
Whether you are critiquing a published or unpublished text, you are expected to point out problems and suggest solutions. If you are critiquing an unpublished manuscript, the author can use your suggestions to revise. Your suggestions have the potential to become real actions. If you are critiquing a published text, the author cannot revise, so your suggestions are purely hypothetical. These two situations require slightly different grammar.
Unpublished manuscripts: “would be X if they did Y” Reviewers commonly point out weakness by pointing toward improvement. For instance, if the problem is “unclear methodology,” reviewers may write that “the methodology would be more clear if …” plus a suggestion. If the author can use the suggestions to revise, the grammar is “X would be better if the authors did Y” (would be + simple past suggestion).
The tables would be clearer if the authors highlighted the key results. The discussion would be more persuasive if the authors accounted for the discrepancies in the data.
Published manuscripts: “would have been X if they had done Y” If the authors cannot revise based on your suggestions, use the past unreal conditional form “X would have been better if the authors had done Y” (would have been + past perfect suggestion).
The tables would have been clearer if the authors had highlighted key results. The discussion would have been more persuasive if the authors had accounted for discrepancies in the data.
Note: For more information on conditional structures, see our Conditionals handout .
Make a Gift
A guide for critique of research articles
Following is the list of criteria to evaluate (critique) a research article. Please note that you should first summarize the paper and then evaluate different parts of it.
Most of the evaluation section should be devoted to evaluation of internal validity of the conclusions. Please add at the end a section entitled ''changes in the design/procedures if I want to replicate this study." Attach a copy of the original article to your paper.
Click here to see a an example (this is how you start) of a research critique.
Click here to see the original article.
The following list is a guide for you to organize your evaluation. It is recommended to organize your evaluation in this order. This is a long list of questions. You donât have to address all questions. However, you should address highlighted questions . Some questions may not be relevant to your article.
Introduction
1. Is there a statement of the problem?
2. Is the problem âresearchableâ? That is, can it be investigated through the collection and analysis of data?
3. Is background information on the problem presented?
4. Is the educational significance of the problem discussed?
5. Does the problem statement indicate the variables of interest and the specific relationship between those variables which are investigated? When necessary, are variables directly or operationally defined?
Review of Related Literature
1. Is the review comprehensive?
2. Are all cited references relevant to the problem under investigation?
3. Are most of the sources primary, i.e., are there only a few or no secondary sources?
4. Have the references been critically analyzed and the results of various studies compared and contrasted, i.e., is the review more than a series of abstracts or annotations?
5. Does the review conclude with a brief summary of the literature and its implications for the problem investigated?
6. Do the implications discussed form an empirical or theoretical rationale for the hypotheses which follow?
1. Are specific questions to be answered listed or specific hypotheses to be tested stated?
2. Does each hypothesis state an expected relationship or difference?
3. If necessary, are variables directly or operationally defined?
4. Is each hypothesis testable?
Method Subjects
1. Are the size and major characteristics of the population studied described?
2. If a sample was selected, is the method of selecting the sample clearly described?
3. Is the method of sample selection described one that is likely to result in a representative, unbiased sample?
4. Did the researcher avoid the use of volunteers?
5. Are the size and major characteristics of the sample described?
6. Does the sample size meet the suggested guideline for minimum sample size appropriate for the method of research represented?
Instruments
1. Is the rationale given for the selection of the instruments (or measurements) used?
2. Is each instrument described in terms of purpose and content?
3. Are the instruments appropriate for measuring the intended variables?
4. Is evidence presented that indicates that each instrument is appropriate for the sample under study?
5. Is instrument validity discussed and coefficients given if appropriate?
6. Is reliability discussed in terms of type and size of reliability coefficients?
7. If appropriate, are subtest reliabilities given?
8. If an instrument was developed specifically for the study, are the procedures involved in its development and validation described?
9. If an instrument was developed specifically for the study, are administration, scoring or tabulating, and interpretation procedures fully described?
Design and Procedure
1. Is the design appropriate for answering the questions or testing the hypotheses of the  study?
2. Are the procedures described in sufficient detail to permit them to be replicated by another researcher?
3. If a pilot study was conducted, are its execution and results described as well as its impact on the subsequent study?
4. Are the control procedures described?
5. Did the researcher discuss or account for any potentially confounding variables that he or she was unable to control for?
1. Are appropriate descriptive or inferential statistics presented?
2. Was the probability level, α, at which the results of the tests of significance were evaluated,
      specified in advance of the data analyses?
3. If parametric tests were used, is there evidence that the researcher avoided violating the
      required assumptions for parametric tests?
4. Are the tests of significance described appropriate, given the hypotheses and design of the
      study?
5. Was every hypothesis tested?
6. Are the tests of significance interpreted using the appropriate degrees of freedom?
7. Are the results clearly presented?
8. Are the tables and figures (if any) well organized and easy to understand?
9. Are the data in each table and figure described in the text?
Discussion (Conclusions and Recommendation)
1. Is each result discussed in terms of the original hypothesis to which it relates?
2. Is each result discussed in terms of its agreement or disagreement with previous results
       obtained by other researchers in other studies?
3. Are generalizations consistent with the results?
4. Are the possible effects of uncontrolled variables on the results discussed?
5. Are theoretical and practical implications of the findings discussed?
6. Are recommendations for future action made?
7. Are the suggestions for future action based on practical significance or on statistical
      significance only, i.e., has the author avoided confusing practical and statistical
      significance?
8. Are recommendations for future research made?
Additional general questions to be answered in your critique.
1. What is (are) the research question(s) (or hypothesis)?
2. Describe the sample used in this study.
3. Describe the reliability and validity of all the instruments used.
4. What type of research is this? Explain.
5. How was the data analyzed?
6. What is (are) the major finding(s)?
July 27 â August 2, 2024 | No. 510
Exclusive: health authority suppressed gendered violence research.
A little over a decade ago, Australia set out on an audacious and ambitious strategy to end violence against women and their children before it starts.
Today, however, police reports of sexual assault have risen for the 12th consecutive year. In 2022/23, femicide was up 28 per cent.
Experts in gendered violence, public health and frontline services have told The Saturday Paper that they have serious concerns about the basis â and effectiveness â of Australiaâs current approach to âprimary preventionâ.
Among a series of revelations, they claim important evidence about the role of alcohol and the socioeconomic factors in menâs violence were suppressed in a report that formed the basis of the current strategy. The approach, they say, is also not in keeping with best practice in either public health or behaviour change theory.
In May, following a meeting of national cabinet, Prime Minister Anthony Albanese announced the Commonwealth would undertake an expert-led ârapid reviewâ of best practice, evidence-based approaches to prevent gender-based violence, which will be made public after itâs presented to national cabinet in September.
This follows publication in April of a white paper titled âRethinking Primary Preventionâ by journalist and advocate Jess Hill and the UNSW criminologist Michael Salter, which raised concerns that many in the sector had been voicing privately. Hill has since been appointed to the expert review panel, alongside others, including Dr Anne Summers.Â
At the Commonwealth level, the âpreventionâ of violence against women has come to mean two things: Our Watch, the national foundation to prevent violence against women, informed by its guiding policy framework, Change the story; and the Department of Social Servicesâ national social marketing campaign, âStop it at the Startâ.
In 2014, a year after Our Watch was officially launched, Salter was asked by VicHealth to conduct a review of the evidence of the so-called âdriversâ of violence against women. Once completed, the review was passed to Our Watch to inform the national framework. He tells The Saturday Paper thatâs when he had a series of surprising conversations.
âI delivered what had been asked of me, and there were requests made to delete two areas of evidence,â he says. âI was asked to remove the data on alcohol, and I was surprised by that because the data around the contribution of alcohol to domestic and sexual violence is very strong.
âAnd there was also the data on the socioeconomic gradient in domestic and sexual violence. As we know, domestic violence is a common pathway for women into poverty, and once they are in that position, they are more vulnerable to violence and the impacts of violence are greater because they have fewer resources to ameliorate the impact.â
Salter says he refused to remove either and claims that â as a consequence â the review was effectively taken off him and âre-writtenâ by other researchers. Ten years later, he still remembers what a representative from VicHealth said to him: âWe need to imagine this future society that we want to live in. And that vision is not about alcohol. Itâs not about class.â
What followed was a series of conversations with staff at Our Watch that Salter describes as âdifficultâ. In them, he sought to maintain some reference to alcohol in the framework, given the âoverwhelming evidenceâ.
In 2015, Change the story was launched â described by Our Watch chair Natasha Stott Despoja as a âworld first road-mapâ to prevent violence against women. It conceptualised the drivers of violence against women as entirely âgenderedâ, and for the purpose of simplicity they were publicly expressed as âgender inequalityâ. Everything else was a second order consideration, characterised as a âreinforcing factorâ. This included alcohol consumption, childhood experiences of trauma, socioeconomic inequality and other forms of discrimination, including race.
âThat was really my first indication,â Salter says, âthat I was dealing with a public health approach to violence against women that wasnât similar to the ânormalâ public health response.â
Salter says he subsequently raised the issue with Our Watch on several occasions, but was asked to refrain from publicly criticising the framework because of the risk of endangering prevention as a whole under a sceptical Coalition government.
Our Watch did not respond directly to this allegation, instead providing a statement that you can read in full below this article. In response to the broader criticism of the frameworkâs approach, the statement reiterated Our Watchâs view that âgendered violence has gendered drivers and prevention needs to focus primarily on shifting those dynamicsâ.
In the statement, Our Watch chief executive Patty Kinnersly said: âThere is no quick fix to ending violence against women. We all want change to happen faster, but effective primary prevention is not quick or simple to implement â it requires strong foundations including systems, processes, strategies, and leadership based on solid evidence to support the comprehensive actions needed to prevent violence against women.â
The Saturday Paper is not suggesting either Stott Despoja or Kinnersly were involved in the decision to suppress elements of Salterâs research.
A year after Change the story was launched, the Commonwealth launched the first wave of the Stop it at the Start campaign. Over the years, it would receive a total of $115Â million in funding, alongside the $182Â million in Commonwealth funding directed at Our Watch. The campaign aimed to reset young peopleâs attitudes by motivating their adult influencers â parents, family members, teachers, coaches, employers and other community role models â to play a role. It encouraged influencers to reflect on their own attitudes and âhave conversationsâ about respectful relationships and gender equality with young people aged 10â17 years.
Stop it at the Start built on the Change the story framework in the sense that it shared a strong emphasis on gender inequality as the cause of violence against women and gender equality, or ârespectâ, as the solution. It was heavily focused on tackling social norms, attitudes and beliefs as a way of changing behaviour.
There is doubt, however, about whether either Change the story or Stop it at the Start were really successful in tackling the structural drivers of gender inequality or harmful gender norms. By 2021, Australia had tumbled from 15th place in the 2006 World Economic Forum Global Gender rankings to 50th place. The report âAttitudes Matter: The 2021 National Community Attitudes towards Violence against Women Surveyâ showed persistent, problematic attitudes in relation to gendered violence, including the fact that 41 per cent of Australians believed domestic violence was committed equally by both men and women.
Still, in a document titled âTracking progress in preventionâ, published in 2020, Our Watch claimed, âAustraliaâs approach to prevention is based on sound evidence, showing encouraging signs of progress and heading in the right direction â and we need to stay the course.â
Caterina Giorgi, the chief executive of the Foundation for Alcohol Research and Education, concurs with many of Salterâs critiques, chiefly that the inclusion of alcohol was a problem then â and remains a problem today.
Giorgi says that while she understands concerns that overplaying the role of alcohol might give violent men an âexcuseâ for their behaviour, she believes there was also something else at play.
âI think, at that time, there was a conscious decision to minimise the role of alcohol in violence,â she tells The Saturday Paper . âWhenever alcohol is spoken about in this country, because it is so normalised, because there are so many active alcohol companies and lobby groups who are so close to the political process who undermine any policy reform to prevent any harm that people see â alcohol harm reduction is seen as killing off any possibility of governments acting on these things.â
Data from Giorgiâs foundation highlights that alcohol is involved in between 23 per cent and 65 per cent of all police-reported family violence incidents. When perpetrators are drinking, it also increases the severity of violence, leading to higher rates of harm and injury. Australian evidence shows greater access to alcohol increases the risk of violence â and the largely unregulated explosion in online sales and delivery has only made this worse.
âThe truth is,â Giorgi says, âwhile thereâs huge concern about talking about alcohol in relation to excusing menâs behaviour, if we donât talk about alcohol, we are excusing the behaviours of corporations who are strongly targeting people who drink at the highest levels and cause the most harm.â
Giorgi adds that there are other serious issues with the public health and behaviour change approach of Change the story and Stop it at the Start. âThereâs been this attempt to apply a public health framework in an area where public health frameworks arenât usually used,â she says. âAnd in doing so, some have completely removed what would normally happen when we think of prevention.â
In no other public health campaign, Giorgi explains, do we say there is one âcauseâ and there are other âreinforcing factorsâ: âWe talk about multiple causes.â
Essentially, the goal is to chip away at a problem, working with a mix of âpreventionâ interventions that include tackling norms and attitudes, but which also include regulation or other actions.
Giorgi says the strong focus on education, awareness raising and then behaviour change is a dated approach, based on public health and behaviour change practice that was in vogue âtwo, three or maybe even five decades agoâ. She adds: âWe now know that awareness raising is important, itâs required, but it is insufficient when it comes to changing behaviours.â
A paper published last month in the journal Psychological Science in the Public Interest underscores this point. Researchers evaluated primary prevention programs in relation to sexual violence over decades in several countries and found that âthere is little to no relationship between changing attitudes, beliefs, and knowledge and reducing victimization or perpetrationâ.
The Saturday Paper understands from multiple sources that at last weekâs national plan advisory group meeting there was acceptance from a number of key figures that attitude change was not an effective strategy to reduce violence.
In response to questions about the effectiveness of Stop it at the Start, the Department of Social Services said in a statement: âEnding this violence in one generation will take a whole-of-society effort. We recognise there is always more that can be done and that there are a range of views in the community on how this goal can be achieved. That is why we have established an Expert Panel to conduct a Rapid Review of Prevention Approaches â to take a broad view of prevention across all domains of the National Plan and consider a full range of views and evidence on what more can be done to end this crisis.â
Annabelle Daniel, the chief executive of Womenâs Community Shelters and chair of Domestic Violence NSW, says that at the time of the launch of Change the story and Stop it at the Start there was a huge groundswell of hope from a lot of frontline services that this issue was being taken seriously at a national level.
âInitially there was significant goodwill that this was going to be moving in the right direction and align with the work that we were doing on the ground,â she says. âAnd I think subsequently, over the decade, thatâs where the problems have really been. Because thereâs a âwhat we doâ â and I donât think anyone on the frontline has ever disputed that primary prevention was necessary â but âhow you do itâ can be just as important if you want it to work.â
Daniel believes the fundamental problem with the creation of Our Watch was the âprimary preventionâ section of the response was essentially carved off and given to one organisation to run. Thereâs been no mandate on how it interacts with the rest of the sector and no performance metrics around partnering well and making sure the evidence is taken to action on the frontline in a meaningful, sustained and integrated way.
âAnd to a lot of the rest of the sector, it looks like theyâre receiving significant funding in comparison to a very starved frontline,â she says. âAnd that is very challenging.â
In 2021, this masthead reported on leaked documents that showed the Morrison governmentâs interference with the work of Our Watch. The documents revealed standover, intimidatory tactics that sources close to the situation said had created a âculture of fearâ that effectively silenced the peak body for prevention. In its statement, Our Watch pointed to an independent evaluation of its work, conducted by PwC in 2018, that said it was âan independent and impartial voice in violence against women and their childrenâ.
To avoid doubt, neither Salter, Giorgi, Daniel, nor anyone else who The Saturday Paper spoke to for this story, is arguing that the gendered analysis of violence is not necessary â or not incredibly important.
What theyâre saying is that a strategy that pursues gender equality â and is underpinned by a focus on changing attitudes, beliefs and social norms â effectively overlooks other factors.
Perhaps Anne Summers, who is also a member of the rapid review panel, put it best at the Elsie Conference convened earlier this year to mark the 50th anniversary of the establishment of Australiaâs first domestic violence refuge, when she said, âI hope we can understand more about the monster we are confronting and I hope this will lead us to rethink our approach. While gender equality is essential, it is not enough.â
As Daniel says: âThis literally has as the endpoint the lives of women and children. It is a critical conversation that we have to have. And what we canât let get in the way is organisational ego, research ego, or organisational self-perpetuation, or more funding, or any of those things. Our eye has to be on solving the problem. And thatâs where our focus needs to be. I think too many other things have gotten in the way with this.â
If you or someone you know is affected by sexual assault or family violence, call 1800-RESPECT on 1800 737 732 or visit www.1800RESPECT.org.au .
Declaration of interest: Kristine Ziwica worked at Our Watch establishing the National Media Engagement project from 2014 to 2016. She has not worked for Our Watch in a formal or informal capacity since then.
Statement from Patty Kinnersly, chief executive of Our Watch:
There is no quick fix to ending violence against women. We all want change to happen faster, but effective primary prevention is not quick or simple to implement â it requires strong foundations including systems, processes, strategies, and leadership based on solid evidence to support the comprehensive actions needed to prevent violence against women. The national framework to prevent violence against women, Change the story , was developed by a group of primary prevention experts, each with deep understanding of the decades of national and international evidence in this field, who worked collaboratively to review and summarise this evidence for the purpose of developing a national framework. It was developed with over two years of consultation with community, victim survivors and all governments, and the evidence was clear that the underlying drivers of violence against women are harmful gender stereotypes, gender inequality, sexism and disrespect. Change the story has widespread support across Australia and internationally from those working in the primary prevention of violence against women, and aligns with international human rights conventions. Like all evidence, we expect it to continue to evolve and change as the work progresses, but the fundamentals remain true. Gendered violence has gendered drivers, and prevention needs to focus primarily on shifting these dynamics. This is why the strategic, focussed approach of Change the story calls for the greatest effort to be centred on the strongest drivers of violence against women, supported by efforts to address the reinforcing factors that can make the violence more frequent or severe. This approach is deliberately intended to be more efficient and effective than a fragmented approach delivered through piecemeal funding. The benefit is the outcome of ending violence against women, not only reducing the severity. If Australia is to end violence against women, we need to see action and funding across all four of the key elements articulated in the National Plan â primary prevention, early intervention, response and recovery. This is not an either/or scenario, and treating it as one will see Australia fail to end this crisis. Violence against women is not only an individual problem, it is a social problem, and it requires a society-wide solution. Changing attitudes is one part of the change we need, but not the only part. Change the story clearly articulates the regulatory and policy work required to create the structural changes needed at a community, organisational and institutional level if we are to prevent violence against women, and this is a key part of our work. Change the story also specifically references the need to address reinforcing factors like childhood experience of violence, harmful alcohol use and the impact of poverty. Our Watch actively supports efforts to reduce these harms, and in turn to reduce the frequency and severity of the violence experienced by women. Change of this complexity and at this scale takes time. Our Watchâs framework for monitoring and evaluation, Counting on Change , suggested that progress would start to show within 6 to 10 years if all the recommended prevention infrastructure and activity was put in place. Some of that key activity has only started being implemented in the past 12-18 months, such as the National Gender Strategy, state-based prevention strategies, and a positive legal duty for businesses to prevent sexual harassment. And in other areas, progress is limited, including building a national prevention workforce, which Our Watchâs frameworks highlight as a critical component. The speed of change is reliant on the speed of action. Accountability in this work is vital, both at an organisational and government level. All projects delivered by Our Watch using government funding have been evaluated, most by independent evaluators. Our Watchâs progress and impact was also independently evaluated by PwC in 2018 and the evaluation found that Our Watch had played a critical role in the development of an Australian evidence base, national coordination of primary prevention effort, and providing an independent and impartial voice in violence against women and their children. Our Watchâs funding, and funding for primary prevention more broadly, is relatively small relative to other similarly complex social issues. As a comparison, Australiaâs national organisation for the prevention of mental illness has received close to five times the amount of funding over the past ten years as Our Watch has received to prevent violence against women. We cannot accept that menâs violence is inevitable, and we must dedicate resources and effort to both responding to it and preventing it. We are at the point in complex social change where staying the course is not only preferable, it is critical. Womenâs lives are depending on it.
This article was first published in the print edition of The Saturday Paper on July 27, 2024 as "Exclusive: Health authority suppressed violence research".
For almost a decade, The Saturday Paper has published Australiaâs leading writers and thinkers. We have pursued stories that are ignored elsewhere, covering them with sensitivity and depth. We have done this on refugee policy, on government integrity, on robo-debt, on aged care, on climate change, on the pandemic.
All our journalism is fiercely independent. It relies on the support of readers. By subscribing to The Saturday Paper , you are ensuring that we can continue to produce essential, issue-defining coverage, to dig out stories that take time, to doggedly hold to account politicians and the political class.
There are very few titles that have the freedom and the space to produce journalism like this. In a country with a concentration of media ownership unlike anything else in the world, it is vitally important. Your subscription helps make it possible .
Select your digital subscription
Kristine Ziwica is a Melbourne-based journalist.
Get the news you need to your inbox.
July 27 â August 2, 2024 Edition No. 510
Exclusive: Health authority suppressed gendered violence research Kristine Ziwica
Labor poised to launch universal childcare plan Karen Barlow
NDIS media strategy briefing given before review finished Rick Morton
Seven questions for PwC Jason Koutsoukis
The fight ahead for a Harris presidency Santilla Chingaipe
Andrew Forrest faces reality of green hydrogenâs limits Mike Seccombe
What the gas giants knew all along Royce Kurmelovs
The anointment of Kamala Harris Jonathan Pearlman
How to win an election on progressive politics Nick Dyrenfurth
Reshuffles in the US and Australia Paul Bongiorno
Canada rejects AUKUS nuclear submarine deal John Hewson
Jon Kudelka cartoon, July 27, 2024 Jon Kudelka
A portrait of Gina Rinehart
Flights of fancy
Author Roxane Gay So Mayer
The Bear âs season 3 Sarah Krasnostein
Unsound Adelaide 2024 Nick Buckley
sis: Pacific Art at QAGOMA Margaret Jolly
Trump in Jail Philip Neilsen
MTC's A Streetcar Named Desire Alison Croggon
The Echoes Brooke Boland
Together We Fall Apart Maria Takolander
Highway 13 Felicity Plunkett
Mussel and beluga lentil risotto Karen Martini
Iris van Herpen: Sculpting the Senses at GOMA Lucianne Tonti
A watershed win, a waterless flight for Fremantle Martin McKenzie-Murray
Cryptic Crossword No. 510 Liam Runnalls
Paris 2024 is officially the Games of the [which] Olympiad? Cindy MacDonald
More from Author
life May 11, 2024
A seat at the domestic violence roundtable
Kristine Ziwica A crisis meeting convened by the Domestic, Family and Sexual Violence Commissioner shows frontline workers and advocates seizing a rare opportunity to push for meaningful change, learning from mistakes – and triumphs – of the past.
economy March 9, 2024
The fight for pay gap transparency
Kristine Ziwica Last week’s public disclosure of gender pay gaps at 5000 Australian companies was a first, and comes almost a decade after an attempt by the Coalition government to dismantle the reporting regime.
law & crime July 22, 2023
Exclusive: Universities axe consent program
Kristine Ziwica The unease of a minority of vice-chancellors has stopped a campaign aimed at tackling sexual violence on university campuses.
health June 25, 2022
Laborâs urgent work to tackle domestic violence
Kristine Ziwica New Labor minister Amanda Rishworth is under pressure to fix a flawed draft plan to end gendered violence, with the existing framework to expire this week. Experts say real progress is possible but could take years and cost billions.
law & crime May 14, 2022
New front in Coalition war on charities
Kristine Ziwica Before the election, the Morrison government’s charities commission began issuing letters that threatened charities with deregistration if they were engaged in advocacy. Many regard these ‘reviews’ as a means of silencing the sector.
View all editions
Take a stand while sitting down.
Subscribe to The Saturday Paper for less than $2.20 a week.
SWIPE FOR MORE
The Saturday Paper
More from Schwartz Media
The Saturday Paper is a weekly newspaper, published 50 times a year by Schwartz Media .
Subscriptions
Phone 1800 077 514
Email [email protected]
© 2024 The Saturday Paper. All rights reserved.
Or, log in with email only
By logging in you agree to our terms and conditions and privacy policy .
Want some assistance? Contact us .
IMAGES
VIDEO
COMMENTS
How is a critique different from a summary? A summary of a research article requires you to share the key points of the article so your reader can get a clear picture of what the article is about. A critique may include a brief summary, but the main focus should be on your evaluation and analysis of the research itself.
First, we'll discuss what a research article critique is and its importance. Then, we'll outline the key points to consider when critiquing a scientific article. Finally, we'll provide a step-by-step guide on how to write an article critique including introduction, body and summary. Read more to get the main idea of crafting a critique paper.
1. for Writing a Research Critique. of or by identifying the publication (see Table 1). If the of the publication in which it appeared published it title, author(s), date of publication, and the name in In credentials (and a peer-reviewed applicable, introduction, you should also its consider theoretical of framework credibility researchers.
Were you assigned or asked by your professor to write a critique paper? It's easy to write one. Just follow the following four steps in writing a critique paper and you're ready to go.
Writing an article CRITIQUE A critique asks you to evaluate an article and the author's argument. You will need to look critically at what the author is claiming, evaluate the research methods, and look for possible problems with, or applications of, the researcher's claims.
Undertaking a critique of a research article may seem challenging at first, but will help you to evaluate whether the article has relevance to your own practice and workplace. Reading a single article can act as a springboard into researching the topic more widely, and aids in ensuring your nursing practice remains current and is supported by existing literature.
How to write a critique. Before you start writing, it is important to have a thorough understanding of the work that will be critiqued. Study the work under discussion. Make notes on key parts of the work. Develop an understanding of the main argument or purpose being expressed in the work. Consider how the work relates to a broader issue or ...
They describe what is known about given topic and lead us to identify a knowledge gap to study. All reviews require authors to be able accurately summarize, synthesize, interpret and even critique the research literature. 1, 2 In fact, for this editorial we have had to review the literature on reviews.
Writing an article critique in psychology involves evaluating and assessing aspects of an article or theory. Learn more about how to write an article critique.
Learn how to write a critique, explore the different types of critical works and reference an example of one to help you successfully write your own.
The critique is your evaluation of the resource. A strong critique: Discusses the strengths of the resource. Discusses the weaknesses of the resource. Provides specific examples (direct quotes, with proper citation) as needed to support your evaluation. Discusses anything else pertinent to your evaluation, including.
Learn how to write a critique of a scholarly article, a book, or a creative work, with examples and tips from Hunter College Writing Center.
A critique paper is an academic paper as a response to a body of work, such as a play, concept, scholarly article, poetry, book, or research paper. Its purpose is to objectively assess the work in question, highlighting its strengths and weaknesses. But also to provide a detailed analysis of its content, structure, and methodology.
The range, quantity and quality of publications available today via print, electronic and Internet databases means it has become essential to equip students and practitioners with the prerequisites to judge the integrity and usefulness of published research. Finding, understanding and critiquing quality articles can be a difficult process.
The subjects of academic critiques tend to be other academic writings and they frequently appear in scholarly journals. Academic critiques frequently go further in making an argument beyond a simple assessment of the quality of a particular book, film, performance, or work of art. Academic critique writers will often compare and discuss several works that are similar to each other to make some ...
If you are asked to write a critique of a research article, you should focus on these issues. You will also need to consider where and when the article was published and who wrote it. This handout presents guidelines for writing a research critique and questions to consider in writing a critique.
Writing Critiques. Writing a critique involves more than pointing out mistakes. It involves conducting a systematic analysis of a scholarly article or book and then writing a fair and reasonable description of its strengths and weaknesses. Several scholarly journals have published guides for critiquing other people's work in their academic area.
A critique paper is a piece of writing that provides an in-depth analysis of another work. These include books, poems, articles, songs, movies, works of art, or podcast episodes. Aside from these, a critique may also cover arguments, concepts, and artistic performances. For example, a student may evaluate a book they've read or the merit of ...
Abstract. This article explores certain concepts relating to critiquing research papers. These include considering the peer review process for publication, demonstrating the need for critiquing, providing a way to carefully evaluate research papers and exploring the role of impact factors. Whilst all these features are considered in this ...
Wondering đ€ how to write a critique paper? Want to know how to critique an article or a short story? Find critique paper format tips a critique paper example in this article!
A guide for critique of research articles. Following is the list of criteria to evaluate (critique) a research article. Please note that you should first summarize the paper and then evaluate different parts of it. Most of the evaluation section should be devoted to evaluation of internal validity of the conclusions.
1. Use these guidelines to critique your selected research article to be included in your research proposal. You do not need to address all the questions indicated in this guideline, and only include the questions that apply. 2. Prepare your report as a paper with appropriate headings and use APA format 5th edition.
It is imperative in nursing that care has its foundations in sound research and it is essential that all nurses have the ability to critically appraise research to identify what is best practice. This article is a step-by step-approach to critiquing quantitative research to help nurses demystify the process and decode the terminology.
A decade after the establishment of Our Watch, sources say the framework to end gendered violence was based on research that was incomplete and modified for political reasons.