JOURNAL ARTICLE CRITIQUE: PLEASE FOLLOW DIRECTIONS CLEARLY!
The student will complete a Journal Article Critique related to one of the topics covered in this class. For the critique you will read a peer-reviewed, scholarly journal article, written within the last 20 years, on a topic covered in this class and write a minimum of 2 full pages but not to exceed 3 pages, double-spaced critique. Each critique must include a cover page and follow Turabian guidelines. See the SCS Research Template for format guidelines. Refer to the Shorter University Library Systematic Theology Lib Guide for access to appropriate journal articles. The ATLA Database should be utilized first. If you have any questions related to using the databases, you may contact the Library Director
Online Resources – Systematic Theology – LibGuides at Shorter University (Links to an external site.)
THE FOLLOWING NEEDS TO BE INCLUDED IN YOUR JOURNAL AARTICLE CRITIQUE
Include the bibliographic entry for your journal article at the top of your first text page.
Summary of the Article
The summary shows you understood the article. Provide a brief overview of what the article was trying to do (i.e., the problem), methods, if relevant, and the thesis or findings. Make sure to mention the title and author’s name.
Critical Evaluation of the Article
To write a good critique of an article or book, it is important to ask the right questions.. You might address the article’s problem, methods, or findings, or all of these, offering specific support from the text itself (using paraphrase or direct quote and indicating the page number) for your observations. Below are some guiding questions to help you think of what to write:
Did the article ask the right question in the first place? In other words, did the article address what you see is the main issue for this topic? Or did the article address a side issue that does not have direct bearing on the topic? For example, an article on energy conservation might focus on political attitudes instead of ways in which people can conserve energy.
Did the problem match the methods? Does the method(s) the author used directly connect to the data? For example, to understand student behavior, were students observed or interviewed, or did all the data come from teachers?
Were the findings reported in a consistent and clear format? Did the article state the conclusion(s) reached in the article in a non-technical way, or would only people heavily versed in that field understand the language used? Do you think there were any key issues that the article overlooked? Did the article fail to acknowledge and explain any limitations either in the scope of the data or in the methods used to reach the conclusion?
Was the logic clear and were claims properly supported with convincing data? Do you think that the author(s) drew logical conclusions from the data? Could you follow the arguments in the article? Did you see any inconsistencies between the information that was provided and the conclusions that were reached? Did the article support the conclusions with relevant examples? For example, did a survey about continuing to wear masks in relation to COVID-19 only include people from New York and California, but not from other parts of the country?
Your Opinion of the Article
Did you agree with the thesis or believe the findings? If everything was logical, clear, and well-ordered, yet you remain skeptical, how would you explain that? Perhaps a fundamental difference in values would explain it, or perhaps you know of counter-evidence not considered by the author.
Your estimation of the article’s applications to our world.
Article, Book, Essay Analysis Rubric
Article, Book, Essay Analysis Rubric
Criteria Ratings Pts
This criterion is linked to a Learning OutcomePurpose (25%)
23-25 points The author’s thesis is clearly stated and is consistent with the author’s purpose and intended audience.
20-22 points The author’s thesis is stated but lacks clarity and consistency with the author’s purpose and intended audience.
17-19 points The author’s thesis is loosely stated. The author’s purpose or intended audience are absent.
This criterion is linked to a Learning OutcomeDevelopment (20%)
Depth of Insight
18-20 points Organization is coherent, unified and effective in support of the essay’s purpose/ plan and consistently demonstrates effectiveness in addressing its conclusions.
16-17 points Organization is somewhat coherent, unified and effective in support of the essay’s purpose/ plan and usually demonstrates effectiveness in addressing its conclusions.
14-15 points Organization lacks coherent and unified support of the essay’s purpose/ plan and is ineffective at times addressing its conclusions.
This criterion is linked to a Learning OutcomeElaboration (15%)
14-15 points Concepts are clearly stated and explained with abundant details and examples. Assumptions made by the author are addressed.
12-13 points Concepts are adequately stated but somewhat explained with details and examples. Assumptions made by the author are vaguely addressed.
10-11 points Concepts are vaguely stated but not explained with details and examples. Assumptions made by the author are not addressed.
This criterion is linked to a Learning OutcomeImplications (15%)
Relevance to the Question
14-15 points The evaluation of the article clearly addresses the article’s relevance to the key question. The implications for following or not following the author’s reasoning are clearly stated. Opposing viewpoints are considered and contrasted.
12-13 points The evaluation of the article somewhat addresses the article’s relevance to the key question. The implications for following or not following the author’s reasoning are vaguely stated. Opposing viewpoints were not considered.
10-11 points The evaluation of the article vaguely addresses the article’s relevance to the key question. The implications for following or not following the author’s reasoning were not stated. Opposing viewpoints were not considered. 12-13 points The evaluation of the article somewhat addresses the article’s relevance to the key question. The implications for following or not following the author’s reasoning are vaguely stated. Opposing viewpoints were not considered.
This criterion is linked to a Learning OutcomeApplication (15%)
14-15 points Application of the article was made for ministry. A clear explanation was given for its usefulness for ministry.
12-13 points Application of the article was haphazardly made for ministry. A vague explanation was given for its usefulness for ministry.
10-11 points Application of the article was briefly made with no explanation for its usefulness for ministry.
This criterion is linked to a Learning OutcomeStyle
9-10 points Style is confident, readable, and rhetorically effective in tone, incorporating varied sentence structure, precise word choice and correct grammar, spelling, and punctuation (mastery of style). No major errors and/or 1-3 minor errors
7-8 points Style is readable and rhetorically effective in tone, incorporating varied sentence structure, effective word choice, and correct grammar, spelling and punctuation (effective style). 1 major error and/or 4-6 minor errors
5-6 points Style is readable but unremarkable in tone, sometimes including a lack of sentence variety, effective word choice, or some distracting, but not serious, errors in grammar, spelling and punctuation (readable but inconsistent style). 2 major errors and/or 7-10 minor errors
Total Points: 100
JOURNAL ARTICLE CRITIQUE: PLEASE FOLLOW DIRECTIONS CLEARLY! The student will com
JOURNAL ARTICLE CRITIQUE: PLEASE FOLLOW DIRECTIONS CLEARLY!
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