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Whenever you read an essay, use the following questions to guide your response. First, keep in mind that, although you may not be a writing expert, you are THE reader of this essay and your response is a valid one. I have found that almost every reader, regardless of experience, can identify the primary strength and weakness in an essay, although their method of describing those issues may be different. The author will welcome your response and your ability to explain your reaction in a new way. Although the author is not required to, and really shouldnt, respond to everything you say, he or she will take your comments seriously and consider how the essays has enlightened or confused you. Therefore, comment freely, although respectfully. Keep in mind that it is better to begin by noting the strengths of the essay before pointing out the areas that need improvement. I would always include a personal response to questions like the following: What about the essay most connects with your experience? Moves you? Provokes you? Entertains you? So that is how to respond. So how do you critique? For every essay, regardless of the mode, consider the broad categories of content, organization, style, and correctness.
1. Content: Consider the topic (its appropriateness and interest for the assignment as well as a clear focus suitable to essay length) and the way the topic is developed (clarity sufficiency of its argument, its scope, subcategories, amount and type of examples, anecdotes, evidence, etc.). Organization: Consider how the essay is introduced and concluded (especially looking for a frame to the essay, where the intro and conclusion refer to the same idea), whether the thesis is located in the most helpful place (direct or implied), how the essay is structured, whether the order or extent of development is successful, as well as how individual paragraphs are organized (clear topic sentences, appropriate and concrete evidence, logical organization of evidence). Style: Style can refer to the overall style of an essay: whether the tone is appropriate (humorous, serious, reflective, satirical, etc.), whether you use sufficient and appropriate variety (factual, analytical, evaluative, reflective), whether you use sufficient creativity. Style can also refer to the style of individual sentences: whether you use a variety of sentences styles and lengths, whether sentences are worded clearly, and whether word choice is interesting and appropriate. Correctness: Correctness refers to grammar, punctuation, and form of the essay. You do not need to know the exact grammatical term or rule to know when a sentence is not correct. Even though you may not know the term dangling modifier, you could identify that the following sentence is not correct:
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Rolling around in the bottom of the drawer, Tim found the missing earring. [certainly the earring was rolling, not Tim!] You could also easily tell that the following sentence actually contains two sentences that need punctuation between them: The new manager instituted several new procedures some were impractical. [You need to add punctuation (period) after "procedures" and capitalize "some."] Feel free to mark the essay at the point of the error with a specific recommendation (run -on sentence) or a general comment (this sentence sounds wrong to me). You can also simply put an X by any sentence that seems incorrect. See the back of WR for commonly used Correction Symbols.
3. 4. 5. 6. 7. 8.
Does the essay clearly identify relevant criteria for evaluation? Are they appropriate, believable, and consistent? Are any important features of the reviewed subject omitted? Logos (logic, content): Does the essay provide sufficient, relevant, and interesting details and examples to adequately inform and entertain? Ethos (author): Does the authors judgment seem sound and convincing? Pathos (emotional appeals): Does the author responsibly and effectively utilize emotional appeals to the audience? Does the author include adequate reference to the opposition and respond to that opposition appropriately?
Information Essay Critique: The questions posed about an informative essay will vary, depending on the purpose and strategy of the essay. The SMGW suggests evaluating for the following issues:
1. 2. 3. 4. 5. 6. Is topic clearly explained and sufficiently focused? Does the content fit the audience? Is it organized effectively? Are definitions clear? Are other strategies (classification, comparison/contrast, analysis) used effectively? Are sources used sufficiently, effectively, and appropriately?
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Are the beginning and ending paragraphs interesting and appropriate for the specific audience? Consider the need for a lead sentence if intended for a newspaper.
10. Is the writer clearly in charge, naturally introducing and interacting with sources rather than merely reporting on them? 11. Do you find the argument convincing? What might you add or omit?
Cover letter
1. 2. 3. 4. 5. 6. 7. 8. Does the first paragraph identify who the author is, briefly state why he/she is writing, and refer to how he/she found out about the job? Does the second paragraph highlight specific strengths, special abilities, or features of the rsum to be noted? Does the third paragraph make a specific request of the reader or address what action is to be taken? Does the letter provide sufficient, relevant, and interesting details to make the request convincing? Is the letter brief and focused? What elements could be eliminated? Does the writer achieve his or her purpose? Does it make you want to consider the rsum more carefully? Is the tone of the letter courteous without being too formal, relaxed without being too familiar? Is the letters form appropriate (heading, spacing, greeting, salutation)? Is the letter addressed to a specific person rather than a general Dear Madam/Sir?
Rsum
1. 2. 3. 4. 5. 6. 7. 8. 9.
Does the rsum contain the necessary features for the position (name/address, position desired, education, work experience, achievements, relevant personal information, references)? Does the rsum contain only essential, relevant information for the position required? Does the rsum emphasize the applicants strengths? Does the rsum emphasize what is unique about this persons experience? Does it demonstrate a common interest or ability (leadership, teaching experience, dedication, creativity, etc.)? What additional information might you like to have about this applicant? If you were leading an interview based on this rsum, what are two questions you might ask? Does the rsum look neat (appropriate spacing, clear headings, good quality paper)? Is the rsum easy to read? Is the information presented as concisely as possible?
10. Are the elements of each section of the rsum presented in a parallel format and style (begin w/ active verbs, put date in consistent place, use of parallelism for elements, consistent underlining or italics)?
Source: http://www.goshen.edu/english/critique-html/