{"id":123,"date":"2020-02-25T23:15:34","date_gmt":"2020-02-26T04:15:34","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/chapter\/critiquing-a-text\/"},"modified":"2021-08-06T17:14:45","modified_gmt":"2021-08-06T21:14:45","slug":"critiquing-a-text","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/chapter\/critiquing-a-text\/","title":{"raw":"Critiquing a Text","rendered":"Critiquing a Text"},"content":{"raw":"Let\u2019s review:\r\n<ul>\r\n \t<li>When we <strong>summarize<\/strong> a text, we capture its main points.<\/li>\r\n \t<li>When we <strong>analyze<\/strong> a text, we consider how it has been put together\u2014we dissect it, more or less, to see how it works<\/li>\r\n<\/ul>\r\nWhen we <strong>critique<\/strong> a text, we evaluate it, asking it questions. Critique shares a root with the word \u201ccriticize.\u201d Most of us tend to think of criticism as being negative or mean, but in the academic sense, doing a critique is a constructive way to better explore and understand the material we\u2019re working with. The word critique's origin means \u201cto evaluate,\u201d and through our critique, we do a deep evaluation of a text.\r\n\r\nWhen we critique a text, we interrogate it. Our own opinions and ideas become part of our textual analysis. We question the text, we argue with it, and we delve into it for deeper meanings.\r\n<h1>Ideas to Consider when Critiquing a Text<\/h1>\r\n<ul>\r\n \t<li>How did you respond to the piece? Did you like it? Did it appeal to you? Could you identify with it?<\/li>\r\n \t<li>Do you agree with the main ideas in the text?<\/li>\r\n \t<li>Did you find any errors in reasoning? Any gaps in the discussion?<\/li>\r\n \t<li>Did the organization make sense?<\/li>\r\n \t<li>Was evidence used correctly, without manipulation? Has the writer used appropriate sources for support?<\/li>\r\n \t<li>Is the author objective? Biased? Reasonable? (Note that the author might just as easily be subjective, unbiased, and unreasonable! Every type of writing and tone can be used for a specific purpose. By identifying these techniques and considering <em>why<\/em> the author is using them, you begin to understand more about the text.)<\/li>\r\n \t<li>Has the author left anything out? If yes, was this accidental? Intentional?<\/li>\r\n \t<li>Are the text\u2019s tone and language text appropriate?<\/li>\r\n \t<li>Are all of the author\u2019s statements clear? Is anything confusing?<\/li>\r\n \t<li>What worked well in the text? What was lacking or failed completely?<\/li>\r\n \t<li>What is the cultural context[footnote]Cultural context is way of asking who is affected by the ideas and who stands to lose or gain if the ideas take place. When you think about this, think of all kinds of social and cultural variables, including age, gender, occupation, education, race, ethnicity, religion, economic status, and so forth.[\/footnote] of the text?<\/li>\r\n<\/ul>\r\nThese are only a few ideas relating to critique, but they\u2019ll get you started. When you critique, try working with these statements, offering explanations to support your ideas. Bring in content from the text (textual evidence) to support your ideas.\r\n<h3>Text Attributions<\/h3>\r\n<ul>\r\n \t<li>This chapter was adapted from \u201c<a class=\"internal\" href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/chapter\/critiquing-a-text\/\">Critiquing a Text<\/a>\u201d in <em>The Word on College Reading and Writing <\/em>by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, which is licensed under a <a class=\"internal\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC 4.0 Licence<\/a>. Adapted by Allison Kilgannon.<\/li>\r\n<\/ul>","rendered":"<p>Let\u2019s review:<\/p>\n<ul>\n<li>When we <strong>summarize<\/strong> a text, we capture its main points.<\/li>\n<li>When we <strong>analyze<\/strong> a text, we consider how it has been put together\u2014we dissect it, more or less, to see how it works<\/li>\n<\/ul>\n<p>When we <strong>critique<\/strong> a text, we evaluate it, asking it questions. Critique shares a root with the word \u201ccriticize.\u201d Most of us tend to think of criticism as being negative or mean, but in the academic sense, doing a critique is a constructive way to better explore and understand the material we\u2019re working with. The word critique&#8217;s origin means \u201cto evaluate,\u201d and through our critique, we do a deep evaluation of a text.<\/p>\n<p>When we critique a text, we interrogate it. Our own opinions and ideas become part of our textual analysis. We question the text, we argue with it, and we delve into it for deeper meanings.<\/p>\n<h1>Ideas to Consider when Critiquing a Text<\/h1>\n<ul>\n<li>How did you respond to the piece? Did you like it? Did it appeal to you? Could you identify with it?<\/li>\n<li>Do you agree with the main ideas in the text?<\/li>\n<li>Did you find any errors in reasoning? Any gaps in the discussion?<\/li>\n<li>Did the organization make sense?<\/li>\n<li>Was evidence used correctly, without manipulation? Has the writer used appropriate sources for support?<\/li>\n<li>Is the author objective? Biased? Reasonable? (Note that the author might just as easily be subjective, unbiased, and unreasonable! Every type of writing and tone can be used for a specific purpose. By identifying these techniques and considering <em>why<\/em> the author is using them, you begin to understand more about the text.)<\/li>\n<li>Has the author left anything out? If yes, was this accidental? Intentional?<\/li>\n<li>Are the text\u2019s tone and language text appropriate?<\/li>\n<li>Are all of the author\u2019s statements clear? Is anything confusing?<\/li>\n<li>What worked well in the text? What was lacking or failed completely?<\/li>\n<li>What is the cultural context<a class=\"footnote\" title=\"Cultural context is way of asking who is affected by the ideas and who stands to lose or gain if the ideas take place. When you think about this, think of all kinds of social and cultural variables, including age, gender, occupation, education, race, ethnicity, religion, economic status, and so forth.\" id=\"return-footnote-123-1\" href=\"#footnote-123-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a> of the text?<\/li>\n<\/ul>\n<p>These are only a few ideas relating to critique, but they\u2019ll get you started. When you critique, try working with these statements, offering explanations to support your ideas. Bring in content from the text (textual evidence) to support your ideas.<\/p>\n<h3>Text Attributions<\/h3>\n<ul>\n<li>This chapter was adapted from \u201c<a class=\"internal\" href=\"https:\/\/openoregon.pressbooks.pub\/wrd\/chapter\/critiquing-a-text\/\">Critiquing a Text<\/a>\u201d in <em>The Word on College Reading and Writing <\/em>by Carol Burnell, Jaime Wood, Monique Babin, Susan Pesznecker, and Nicole Rosevear, which is licensed under a <a class=\"internal\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC 4.0 Licence<\/a>. Adapted by Allison Kilgannon.<\/li>\n<\/ul>\n<hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-123-1\">Cultural context is way of asking who is affected by the ideas and who stands to lose or gain if the ideas take place. When you think about this, think of all kinds of social and cultural variables, including age, gender, occupation, education, race, ethnicity, religion, economic status, and so forth. <a href=\"#return-footnote-123-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":701,"menu_order":9,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-123","chapter","type-chapter","status-publish","hentry"],"part":111,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters\/123","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/wp\/v2\/users\/701"}],"version-history":[{"count":4,"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters\/123\/revisions"}],"predecessor-version":[{"id":916,"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters\/123\/revisions\/916"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/parts\/111"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapters\/123\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/wp\/v2\/media?parent=123"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/pressbooks\/v2\/chapter-type?post=123"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/wp\/v2\/contributor?post=123"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/advancedenglish\/wp-json\/wp\/v2\/license?post=123"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}