Critical analysis examples of theories
The following sentences are examples of the phrases used to explain strengths and weaknesses.
Smith’s (2005) theory appears up to date, practical and applicable across many divergent settings.
Brown’s (2010) theory, although parsimonious and logical, lacks a sufficient body of evidence to support its propositions and predictions
Little scientific evidence has been presented to support the premises of this theory.
One of the limitations with this theory is that it does not explain why…
A significant strength of this model is that it takes into account …
The propositions of this model appear unambiguous and logical.
A key problem with this framework is the conceptual inconsistency between ….
The table below summarizes the criteria for judging the strengths and weaknesses of a concept:
Evaluating Concepts
Key variables or constructs identified | key variables or constructs omitted or missed |
Clear, well-defined, specific, precise | ambiguous, vague, ill-defined, overly general, imprecise, not sufficiently distinctive overinclusive, too broad, or narrowly defined |
Meaningful, useful | conceptually flawed |
Logical | contradictory |
Relevant | questionable relevance |
Up-to-date | out of date |
Critical analysis examples of concepts
Many researchers have used the concept of control in different ways.
There is little consensus about what constitutes automaticity.
Putting forth a very general definition of motivation means that it is possible that any behaviour could be included.
The concept of global education lacks clarity, is imprecisely defined and is overly complex.
Some have questioned the usefulness of resilience as a concept because it has been used so often and in so many contexts.
Research suggests that the concept of preoperative fasting is an outdated clinical approach.
The table below summarizes the criteria for judging the strengths and weaknesses of an argument, viewpoint or idea:
Evaluating Arguments, Views or Ideas
Reasons and evidence provided support the argument | the reasons or evidence do not support the argument - overgeneralization |
Substantiated (supported) by factual evidence | insufficient substantiation (support) |
Evidence is relevant and believable | Based on peripheral or irrelevant evidence |
Unbiased: sufficient or important evidence or ideas included and considered. | biased: overlooks, omits, disregards, or is selective with important or relevant evidence or ideas. |
Evidence from reputable or authoritative sources | evidence relies on non reputable or unrecognized sources |
Balanced: considers opposing views | unbalanced: does not consider opposing views |
Clear, not confused, unambiguous | confused, ambiguous |
Logical, consistent | the reasons do not follow logically from and support the arguments; arguments or ideas are inconsistent |
Convincing | unconvincing |
Critical analysis examples of arguments, viewpoints or ideas
The validity of this argument is questionable as there is insufficient evidence to support it.
Many writers have challenged Jones’ claim on the grounds that …….
This argument fails to draw on the evidence of others in the field.
This explanation is incomplete because it does not explain why…
The key problem with this explanation is that ……
The existing accounts fail to resolve the contradiction between …
However, there is an inconsistency with this argument. The inconsistency lies in…
Although this argument has been proposed by some, it lacks justification.
However, the body of evidence showing that… contradicts this argument.
The table below provides the criteria for judging the strengths and weaknesses of methodology.
An evaluation of a methodology usually involves a critical analysis of its main sections:
design; sampling (participants); measurement tools and materials; procedure
Evaluating a Methodology
Research design tests the hypotheses or research questions | research design is inappropriate for the hypotheses or research questions |
Valid and reliable method | dubious, questionable validity |
The method addresses potential sources of bias or measurement error. confounding variables were identified | insufficiently rigorous measurement error produces questionable or unreliable confounding variables not identified or addressed |
The method (sample, measurement tools, procedure) allows results to be generalized or transferred. Sampling was representative to enable generalization | generalizability of the results is limited due to an unrepresentative sample: small sample size or limited sample range |
Sampling of cohort was representative to enable generalization sampling of phenomena under investigation sufficiently wide and representative sampling response rate was sufficiently high | limited generalizability of results due to unrepresentative sample: small sample size or limited sample range of cohort or phenomena under investigation sampling response rate was too low |
Measurement tool(s) / instrument(s), appropriate, reliable and valid measurements were accurate | inappropriate measurement tools; incomplete or ambiguous scale items inaccurate measurement reliability statistics from previous research for measurement tool not reported measurement instrument items are ambiguous, unclear, contradictory |
Procedure reliable and valid | Measurement error from administration of the measurement tool(s) |
Method was clearly explained and sufficiently detailed to allow replication | Explanation of the methodology (or parts of it, for example the Procedure) is unclear, confused, imprecise, ambiguous, inconsistent or contradictory |
Critical analysis examples of a methodology
The unrepresentativeness of the sample makes these results misleading.
The presence of unmeasured variables in this study limits the interpretation of the results.
Other, unmeasured confounding variables may be influencing this association.
The interpretation of the data requires caution because the effect of confounding variables was not taken into account.
The insufficient control of several response biases in this study means the results are likely to be unreliable.
Although this correlational study shows association between the variables, it does not establish a causal relationship.
Taken together, the methodological shortcomings of this study suggest the need for serious caution in the meaningful interpretation of the study’s results.
The table below provides the criteria for judging the strengths and weaknesses of research results and conclusions:
Evaluating the Results and Conclusions
Chose and used appropriate statistics | inappropriate choice or use of statistics |
Results interpreted correctly or accurately | incorrect interpretation of results the results have been over-interpreted For example: correlation measures have been incorrectly interpreted to suggest causation rather than association |
All results were explained, including inconsistent or misleading results | inconsistent or misleading results not explained |
Alternative explanations for results were considered | unbalanced explanations: alternative explanations for results not explored |
Significance of all results were considered | incomplete consideration of results |
Results considered according to consistency with other research or viewpoints Results are conclusive because they have been replicated by other studies | consistency of results with other research not considered results are suggestive rather than conclusive because they have not been replicated by other studies |
Results add significantly to existing understanding or knowledge | results do not significantly add to existing understanding knowledge |
Limitations of the research design or method are acknowledged | limitations of the research design or method not considered |
Results were clearly explained, sufficiently detailed, consistent | results were unclear, insufficiently detailed, inconsistent, confusing, ambiguous, contradictory |
Conclusions were consistent with and supported by the results | conclusions were not consistent with or not supported by the results |
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The following table provides a helpful summary of key questions you should ask yourself as you prepare an essay that demonstrates the level of criticality expected at postgraduate level. The suggestions in the ‘do’ and ‘don’t’ columns are equally important so pay attention to suggestions.
Answer the question. Keep referring back to the title – both mentally and in your work. | Forget the title. It is amazing how many people do! | |
Contextualise – give background to help your reader but include ONLY what is really necessary. | Just narrate or ‘splurge’, telling the whole story starting from the big bang and including everything you ever heard about the topic! | |
Outline, trace or summarise briefly instead of including superfluous data or detail. | Describe in too much detail or include all your data – unless specifically asked to. Reserve your main effort for the most important parts – the analysis and discussion. | |
Define your terms, the problem etc. | Tip-toe around the issue, not being specific. | |
Show processes in a logical order. | Muddle everything together. | |
Explain subtle points and finer details. | State the obvious, repeat or over-explain. | |
Be precise, clear, direct and to the point. Be concise: reduce what you say to its essence in both your thinking and your communicating. | Be vague or include detail that doesn’t help answer the question. Oversimplify or see things ‘in black and white’. | |
Use definite, specific, concrete language. Use terms consistently – stick to one meaning for each, or explain if you need a different usage. | Use loaded or deliberately emotive language. Use colloquial expressions, phrases or clichés (e.g. the word ‘get’ can often be replaced by a more specific term appropriate to the context – e.g. ‘purchase’, ‘arrive’, ‘achieve’). | |
Use ‘signposting’ to help the reader follow your thread: provide the reader with strong ‘umbrella’ sentences at beginnings of paragraphs, ‘signposts’ throughout, and brief ‘so what’ summary sentences at intermediate points to help your reader understand your comparisons and analyses. | Assume the reader knows why you are including the information you are. Instead tell them explicitly why it’s relevant and what it shows, so that they can follow your line of thought without having to guess at connections you make in your head. | |
Emphasise an important point by giving it a prime place in the sentence or paragraph, or by reinforcing it with the language you use, e.g. ‘Something which needs particularly careful consideration is…’ or ‘It may appear that x is the case, but evidence shows that what actually occurs is y’. Give specific examples to illustrate the points you make about how something happens in context. | Repeat the same information in the same or slightly different words in the hope that the reader will not notice that you are padding it out! On the contrary, the reader will definitely notice and will be bored! | |
Support and illustrate your claims with appropriate evidence and examples. Exploit the information you have, and show your reading with up to date and appropriate references. | Copy and paste from texts books and articles. Refer to books, because they sound impressive, even though you have not read them. | |
Develop your argument to reflect your actual findings and reading. | Decide what you think first and then twist the facts or refer to texts selectively to make them fit your claims. | |
Analyse and discuss issues, looking at pros/cons, strengths/weaknesses, patterns/trends, connections and complexities, and aim to propose a convincing theory with some input of your own derived from your research. | Make unproven assumptions and generalisations, especially from merely anecdotal evidence or personal experience alone. | |
Persuade and convince, showing why you think what you’re saying is interesting, relevant and valid. | Rely on persuasive language alone to make your point. | |
Start from a reliable premise (e.g. smoking has been shown to cause heart disease and lung cancer) and arrive at a reliable conclusion (therefore it is reasonable to say that smoking is a health hazard). | Construct a faulty argument on the basis of a weak premise, e.g. there is a strong correlation between people’s shoe size and the size of their vocabulary. Therefore having a large vocabulary causes your feet to grow. | |
Make intelligent suggestions, predictions and hypotheses using appropriate language to show that what is said is only one possible interpretation or belief. Useful words are: ‘highly likely’, ‘probably’, ‘not very likely’, ‘highly unlikely’, ‘often’, ‘usually’, ‘seldom’, ‘I doubt’, ‘I suspect’, ‘most’, ‘many’, ‘some’, ‘it could be said’, ‘it seems’, ‘evidence suggests’… Choose ‘it could be’ rather than saying ‘it is’. | Make absolute statements unless stating a very simple non-debatable fact (like ‘the Earth is a planet’ – and even then it is better to say ‘The Earth is considered a planet because…’ to allow for the possibility that someone may one day prove otherwise or re-categorise it…). | |
Account for weaknesses in your own argument, rather than leaving them for your reader to criticise – this will undermine your credibility, whereas pointing up your own faults will show thoroughness, and filling in the gaps will help convince. | Ignore or overlook faulty logic in your own or others’ work. | |
Comment / pass judgment, giving a reasoned opinion based on evidence analysis (Cottrell, 1999). | Write descriptive and repetitious comments rather than giving an opinion. | |
Consider and evaluate others’ ideas, whether they oppose yours or not. | Ignore opposing arguments, as this will weaken your own. | |
Reject and refute others’ theories if you find them unconvincing – AS LONG AS you can justify your response in scholarly terms, i.e. your objections are formed from your research. | Agree with or accept unquestioningly information, arguments, theories or the beliefs of others just because they seem like authorities – i.e. have published their written work. | |
Make recommendations according to the results of your study and your findings. | Moralise or preach, rant or tell people what you think they should do. |
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Critical analysis refers to the ability to examine something in detail in preparation to make an evaluation or judgment.
It will involve exploring underlying assumptions, theories, arguments, evidence, logic, biases, contextual factors, and so forth, that could help shed more light on the topic.
In essay writing, a critical analysis essay will involve using a range of analytical skills to explore a topic, such as:
If you’re writing an essay, you could also watch my guide on how to write a critical analysis essay below, and don’t forget to grab your worksheets and critical analysis essay plan to save yourself a ton of time:
Grab your Critical Analysis Worksheets and Essay Plan Here
1. exploring strengths and weaknesses.
Perhaps the first and most straightforward method of critical analysis is to create a simple strengths-vs-weaknesses comparison.
Most things have both strengths and weaknesses – you could even do this for yourself! What are your strengths? Maybe you’re kind or good at sports or good with children. What are your weaknesses? Maybe you struggle with essay writing or concentration.
If you can analyze your own strengths and weaknesses, then you understand the concept. What might be the strengths and weaknesses of the idea you’re hoping to critically analyze?
Strengths and weaknesses could include:
You may consider using a SWOT analysis for this step. I’ve provided a SWOT analysis guide here .
Evaluation of sources refers to looking at whether a source is reliable or unreliable.
This is a fundamental media literacy skill .
Steps involved in evaluating sources include asking questions like:
For more on this topic, I’d recommend my detailed guide on digital literacy .
Identifying similarities encompasses the act of drawing parallels between elements, concepts, or issues.
In critical analysis, it’s common to compare a given article, idea, or theory to another one. In this way, you can identify areas in which they are alike.
Determining similarities can be a challenge, but it’s an intellectual exercise that fosters a greater understanding of the aspects you’re studying. This step often calls for a careful reading and note-taking to highlight matching information, points of view, arguments or even suggested solutions.
Similarities might be found in:
Remember, the intention of identifying similarities is not to prove one right or wrong. Rather, it sets the foundation for understanding the larger context of your analysis, anchoring your arguments in a broader spectrum of ideas.
Your critical analysis strengthens when you can see the patterns and connections across different works or topics. It fosters a more comprehensive, insightful perspective. And importantly, it is a stepping stone in your analysis journey towards evaluating differences, which is equally imperative and insightful in any analysis.
Identifying differences involves pinpointing the unique aspects, viewpoints or solutions introduced by the text you’re analyzing. How does it stand out as different from other texts?
To do this, you’ll need to compare this text to another text.
Differences can be revealed in:
Identifying differences helps to reveal the multiplicity of perspectives and approaches on a given topic. Doing so provides a more in-depth, nuanced understanding of the field or issue you’re exploring.
This deeper understanding can greatly enhance your overall critique of the text you’re looking at. As such, learning to identify both similarities and differences is an essential skill for effective critical analysis.
My favorite tool for identifying similarities and differences is a Venn Diagram:
To use a venn diagram, title each circle for two different texts. Then, place similarities in the overlapping area of the circles, while unique characteristics (differences) of each text in the non-overlapping parts.
Identifying oversights entails pointing out what the author missed, overlooked, or neglected in their work.
Almost every written work, no matter the expertise or meticulousness of the author, contains oversights. These omissions can be absent-minded mistakes or gaps in the argument, stemming from a lack of knowledge, foresight, or attentiveness.
Such gaps can be found in:
By shining a light on these weaknesses, you increase the depth and breadth of your critical analysis. It helps you to estimate the full worth of the text, understand its limitations, and contextualize it within the broader landscape of related work. Ultimately, noticing these oversights helps to make your analysis more balanced and considerate of the full complexity of the topic at hand.
You may notice here that identifying oversights requires you to already have a broad understanding and knowledge of the topic in the first place – so, study up!
Fact-checking refers to the process of meticulously verifying the truth and accuracy of the data, statements, or claims put forward in a text.
Fact-checking serves as the bulwark against misinformation, bias, and unsubstantiated claims. It demands thorough research, resourcefulness, and a keen eye for detail.
Fact-checking goes beyond surface-level assertions:
If you identify factual errors, it’s vital to highlight them when critically analyzing the text. But remember, you could also (after careful scrutiny) also highlight that the text appears to be factually correct – that, too, is critical analysis.
Exploring counterexamples involves searching and presenting instances or cases which contradict the arguments or conclusions presented in a text.
Counterexamples are an effective way to challenge the generalizations, assumptions or conclusions made in an article or theory. They can reveal weaknesses or oversights in the logic or validity of the author’s perspective.
Considerations in counterexample analysis are:
Exploring counterexamples enriches your critical analysis by injecting an extra layer of scrutiny, and even doubt, in the text.
By presenting counterexamples, you not only test the resilience and validity of the text but also open up new avenues of discussion and investigation that can further your understanding of the topic.
See Also: Counterargument Examples
Assessing methodologies entails examining the techniques, tools, or procedures employed by the author to collect, analyze and present their information.
The accuracy and validity of a text’s conclusions often depend on the credibility and appropriateness of the methodologies used.
Aspects to inspect include:
One strategy you could implement here is to consider a range of other methodologies the author could have used. If the author conducted interviews, consider questioning why they didn’t use broad surveys that could have presented more quantitative findings. If they only interviewed people with one perspective, consider questioning why they didn’t interview a wider variety of people, etc.
See Also: A List of Research Methodologies
Exploring alternative explanations refers to the practice of proposing differing or opposing ideas to those put forward in the text.
An underlying assumption in any analysis is that there may be multiple valid perspectives on a single topic. The text you’re analyzing might provide one perspective, but your job is to bring into the light other reasonable explanations or interpretations.
Cultivating alternative explanations often involves:
Searching for alternative explanations challenges the authority of a singular narrative or perspective, fostering an environment ripe for intellectual discourse and critical thinking . It nudges you to examine the topic from multiple angles, enhancing your understanding and appreciation of the complexity inherent in the field.
Benjamin Bloom placed analysis as the third-highest form of thinking on his ladder of cognitive skills called Bloom’s Taxonomy .
This taxonomy starts with the lowest levels of thinking – remembering and understanding. The further we go up the ladder, the more we reach higher-order thinking skills that demonstrate depth of understanding and knowledge, as outlined below:
Here’s a full outline of the taxonomy in a table format:
Level (Shallow to Deep) | Description | Examples |
---|---|---|
Retain and recall information | Reiterate, memorize, duplicate, repeat, identify | |
Grasp the meaning of something | Explain, paraphrase, report, describe, summarize | |
Use existing knowledge in new contexts | Practice, calculate, implement, operate, use, illustrate | |
Explore relationships, causes, and connections | Compare, contrast, categorize, organize, distinguish | |
Make judgments based on sound analysis | Assess, judge, defend, prioritize, , recommend | |
Use existing information to make something new | Invent, develop, design, compose, generate, construct |
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Definition of critical essay, evolution of the critical essay, examples of critical essay in literature, example #1: jack and gill: a mock criticism (by joseph dennie).
“The personages being now seen, their situation is next to be discovered. Of this we are immediately informed in the subsequent line, when we are told, Jack and Gill Went up a hill. Here the imagery is distinct, yet the description concise. We instantly figure to ourselves the two persons traveling up an ascent, which we may accommodate to our own ideas of declivity, barrenness, rockiness, sandiness, etc. all which, as they exercise the imagination, are beauties of a high order. The reader will pardon my presumption, if I here attempt to broach a new principle which no critic, with whom I am acquainted, has ever mentioned. It is this, that poetic beauties may be divided into negative and positive, the former consisting of mere absence of fault, the latter in the presence of excellence; the first of an inferior order, but requiring considerable critical acumen to discover them, the latter of a higher rank, but obvious to the meanest capacity.”
“But to return from this digression , my understanding could furnish no reason why the knocking at the gate in Macbeth should produce any effect, direct or reflected. In fact, my understanding said positively that it could not produce any effect. But I knew better; I felt that it did; and I waited and clung to the problem until further knowledge should enable me to solve it. At length, in 1812, Mr. Williams made his debut on the stage of Ratcliffe Highway, and executed those unparalleled murders which have procured for him such a brilliant and undying reputation. On which murders, by the way, I must observe, that in one respect they have had an ill effect, by making the connoisseur in murder very fastidious in his taste, and dissatisfied by anything that has been since done in that line.”
“To keep Jake Barnes drunk, fed, clean, mobile, and distracted in The Sun Also Rises , Ernest Hemingway employs a large retinue of minor functionaries: maids, cab drivers, bartenders, porters, tailors, bootblacks, barbers, policemen, and one village idiot. But of all the retainers seen working quietly in the background of the novel , the most familiar figure by far is the waiter. In cafés from Paris to Madrid, from one sunrise to the next, over two dozen waiters deliver drinks and relay messages to Barnes and his compatriots. As frequently in attendance and as indistinguishable from one another as they are, these various waiters seem to merge into a single emblematic figure as the novel progresses. A detached observer of human vanity, this figure does more than serve food and drink: he serves to illuminate the character of Jake Barnes.”
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Glossary of Grammatical and Rhetorical Terms
In composition , critical analysis is a careful examination and evaluation of a text , image, or other work or performance.
Performing a critical analysis does not necessarily involve finding fault with a work. On the contrary, a thoughtful critical analysis may help us understand the interaction of the particular elements that contribute to a work's power and effectiveness. For this reason, critical analysis is a central component of academic training; the skill of critical analysis is most often thought of in the context of analyzing a work of art or literature, but the same techniques are useful to build an understanding of texts and resources in any discipline.
In this context, the word "critical" carries a different connotation than in vernacular, everyday speech. "Critical" here does not simply mean pointing out a work's flaws or arguing why it is objectionable by some standard. Instead, it points towards a close reading of that work to gather meaning, as well as to evaluate its merits. The evaluation is not the sole point of critical analysis, which is where it differs from the colloquial meaning of "criticize."
"[I]n response to the challenge that a lack of time precludes good, critical analysis , we say that good, critical analysis saves time. How? By helping you be more efficient in terms of the information you gather. Starting from the premise that no practitioner can claim to collect all the available information, there must always be a degree of selection that takes place. By thinking analytically from the outset, you will be in a better position to 'know' which information to collect, which information is likely to be more or less significant and to be clearer about what questions you are seeking to answer." (David Wilkins and Godfred Boahen, Critical Analysis Skills For Social Workers . McGraw-Hill, 2013)
"Being critical in academic enquiry means: - adopting an attitude of skepticism or reasoned doubt towards your own and others' knowledge in the field of enquiry . . . - habitually questioning the quality of your own and others' specific claims to knowledge about the field and the means by which these claims were generated; - scrutinizing claims to see how far they are convincing . . .; - respecting others as people at all times. Challenging others' work is acceptable, but challenging their worth as people is not; - being open-minded , willing to be convinced if scrutiny removes your doubts, or to remain unconvinced if it does not; - being constructive by putting your attitude of skepticism and your open-mindedness to work in attempting to achieve a worthwhile goal." (Mike Wallace and Louise Poulson, "Becoming a Critical Consumer of the Literature." Learning to Read Critically in Teaching and Learning , ed. by Louise Poulson and Mike Wallace. SAGE, 2004)
"[I]n my first-year composition class, I teach a four-week advertisement analysis project as a way to not only heighten students' awareness of the advertisements they encounter and create on a daily basis but also to encourage students to actively engage in a discussion about critical analysis by examining rhetorical appeals in persuasive contexts. In other words, I ask students to pay closer attention to a part of the pop culture in which they live. " . . . Taken as a whole, my ad analysis project calls for several writing opportunities in which students write essays , responses, reflections, and peer assessments . In the four weeks, we spend a great deal of time discussing the images and texts that make up advertisements, and through writing about them, students are able to heighten their awareness of the cultural 'norms' and stereotypes which are represented and reproduced in this type of communication ." (Allison Smith, Trixie Smith, and Rebecca Bobbitt, Teaching in the Pop Culture Zone: Using Popular Culture in the Composition Classroom . Wadsworth Cengage, 2009)
"When dealing with a game's significance, one could analyze the themes of the game be they social, cultural, or even political messages. Most current reviews seem to focus on a game's success: why it is successful, how successful it will be, etc. Although this is an important aspect of what defines the game, it is not critical analysis . Furthermore, the reviewer should dedicate some to time to speaking about what the game has to contribute to its genre (Is it doing something new? Does it present the player with unusual choices? Can it set a new standard for what games of this type should include?)." (Mark Mullen, "On Second Thought . . ." Rhetoric/Composition/Play Through Video Games: Reshaping Theory and Practice , ed. by Richard Colby, Matthew S.S. Johnson, and Rebekah Shultz Colby. Palgrave Macmillan, 2013)
"The current critical turn in rhetoric and composition studies underscores the role of the visual, especially the image artifact, in agency. For instance, in Just Advocacy? a collection of essays focusing on the representation of women and children in international advocacy efforts, coeditors Wendy S. Hesford and Wendy Kozol open their introduction with a critical analysis of a documentary based on a picture: the photograph of an unknown Afghan girl taken by Steve McCurry and gracing the cover of National Geographic in 1985. Through an examination of the ideology of the photo's appeal as well as the 'politics of pity' circulating through the documentary, Hesford and Kozol emphasize the power of individual images to shape perceptions, beliefs, actions, and agency." (Kristie S. Fleckenstein, Vision, Rhetoric, and Social Action in the Composition Classroom . Southern Illinois University Press, 2010)
Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement.
Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process, which is why it's often used in education and academics.
Some even may view it as a backbone of modern thought.
However, it's a skill, and skills must be trained and encouraged to be used at its full potential.
People turn up to various approaches in improving their critical thinking, like:
Critical thinking can help in planning your paper and making it more concise, but it's not obvious at first. We carefully pinpointed some the questions you should ask yourself when boosting critical thinking in writing:
Usage of critical thinking comes down not only to the outline of your paper, it also begs the question: How can we use critical thinking solving problems in our writing's topic?
Let's say, you have a Powerpoint on how critical thinking can reduce poverty in the United States. You'll primarily have to define critical thinking for the viewers, as well as use a lot of critical thinking questions and synonyms to get them to be familiar with your methods and start the thinking process behind it.
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New Delhi, Self-respect is more than career and as someone who represents a minority, filmmaker Onir says it's important for him to raise voice for other marginalised people who are being wronged.
The director, who is openly gay, said he has lost many opportunities for speaking up.
Onir recalled how his talk on LGBTQ issues at the 2022 edition of the Bhopal Lit Fest was cancelled following threats by the right wing after his participation in the Bharat Jodo Yatra, led by senior Congress leader Rahul Gandhi.
Asked whether speaking up for issues has cost him opportunities, the National Award winner said: "Of course, it has.
"In 2022, after the Bharat Jodo Yatra, I got threats from the right wing. I was dropped from panel discussions, literary and film festivals. When I wake up in the morning and look at myself in the mirror, I don't feel ashamed that I've been silent. The self-respect is more than that loss.
"Being a member of a minority myself, what we have achieved today is because of so many allies who spoke up and stood with us. It's important for me to do the same for other minorities or anybody who is being wronged. Silence, in a way, is not about being neutral. It empowers the oppressor," the National Award winner told PTI.
Last month, "My Melbourne", an anthology with shorts directed by Onir, Kabir Khan, Imtiaz Ali and Rima Das, opened the 15th Indian Film Festival of Melbourne.
The film is an India-Australian collaboration, supported by the Victorian government's screen agency Vic Screen and Screen Australia.
Onir's film "Pine Cone", which has travelled to many film festivals, is up for certification at the Central Board of Film Certification.
He will soon start shooting for "We Are", which is a sequel to his National Award-winning "I Am" .
This article was generated from an automated news agency feed without modifications to text.
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The stress and mental health challenges faced by parents — just like loneliness , workplace well-being and the impact of social media on youth mental health — aren’t always visible, but they can take a steep toll. It’s time to recognize they constitute a serious public health concern for our country. Parents who feel pushed to the brink deserve more than platitudes. They need tangible support. That’s why I am issuing a surgeon general’s advisory to call attention to the stress and mental health concerns facing parents and caregivers and to lay out what we can do to address them.
A recent study by the American Psychological Association revealed that 48 percent of parents say most days their stress is completely overwhelming, compared with 26 percent of other adults who reported the same. They are navigating traditional hardships of parenting — worrying about money and safety, struggling to get enough sleep — as well as new stressors, including omnipresent screens, a youth mental health crisis and widespread fear about the future.
Stress is tougher to manage when you feel you’re on your own, which is why it’s particularly concerning that so many parents, single parents most of all, report feeling lonelier than other adults . Additionally, parents are stretched for time. Compared with just a few decades ago, mothers and fathers spend more time working and more time caring for their children , leaving them less time for rest, leisure and relationships. Stress, loneliness and exhaustion can easily affect people’s mental health and well-being. And we know that the mental health of parents has a direct impact on the mental health of children.
All of this is compounded by an intensifying culture of comparison, often amplified online, that promotes unrealistic expectations of what parents must do. Chasing these expectations while trying to wade through an endless stream of parenting advice has left many families feeling exhausted, burned out and perpetually behind.
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How to Write a Critical Essay
May 4, 2024. A Critical Analysis Essay is a form of academic writing that requires students to extract information and critically analyze a specific topic. The task may seem daunting, but with the right approach, it can become an exciting task. Critical Analysis Essays help students improve their analytical skills and foster principles of logic.
A critical thinking essay is a type of writing where you analyze a topic thoroughly. You'll consider different viewpoints, evaluate evidence from studies or expert opinions, and form your own well-reasoned conclusion. Here, you need to look at an issue from all angles before deciding where you stand. This type of essay goes beyond memorizing facts.
What is critical writing? Academic writing requires criticality; it's not enough to just describe or summarise evidence, you also need to analyse and evaluate information and use it to build your own arguments. This is where you show your own thoughts based on the evidence available, so critical writing is really important for higher grades.
How to Write a Critical Analysis Essay - 2024
Perform a critical reading of your source(s). A critical essay assignment asks you to evaluate a book, an article, a movie, a painting, or some other type of text. In order to perform a critical analysis of any text, you need to become very familiar with the primary text. Get to know the text inside and out by reading and rereading it.
The content each part conveys is as follows. 1. Introduction. The essay begins with an introduction to the piece of work it is going to critically analyze. Information pertinent to the analysis is provided. This can include a summary of the work, its context, themes, message, and/or details about the author/artist.
1. Comprehensive Reading. The first step towards a successful critical analysis essay is in-depth engagement with the text you'll analyse. If you are working with a single text, that means understanding the author's point of view to form the foundation of your essay. Take your time and delve into the text to explore its deeper meanings and ...
A critical essay is an analysis of any piece of text. It can be a book, a movie, an article or even a painting. The main point of this type of an essay is to interpret text or position it in a wider context. For instance, if you write a critical analysis of a book, you may analyze the tone of its text and find out how it influences the overall ...
Criticality in academic writing - Subject Guides
After critically examining the work, an outline should be written for the critical analysis essay. Once the outline is written, take a step back and analyze the subject before beginning the actual essay. Once you have determined the effectiveness of the author, create a list of reasons why you think the author's methods were effective, or why ...
How to write a critical essay
A critical essay combines a text (whether literary or otherwise academic) and your analysis of that text with expert opinion and contextual background. The aim of the critical essay is to analyze ...
A critical analysis essay requires you to analyze a subject and determine its meaning, backing it with evidence and ideas of your own. We've got examples to help you write one.
This guide is meant to help you understand the basics of writing a critical analysis. A critical analysis is an argument about a particular piece of media. There are typically two parts: (1) identify and explain the argument the author is making, and (2), provide your own argument about that argument. Your instructor may have very specific ...
How to write a successful critical analysis - Writing Academically
5 Tips for writing a critical essay | OpenLearn
33 Critical Analysis Examples. Critical analysis refers to the ability to examine something in detail in preparation to make an evaluation or judgment. It will involve exploring underlying assumptions, theories, arguments, evidence, logic, biases, contextual factors, and so forth, that could help shed more light on the topic.
Definition of Critical Essay. Contrary to the literal name of "critical," this type of essay is not only an interpretation, but also an evaluation of a literary piece. It is written for a specific audience, who are academically mature enough to understand the points raised in such essays.A literary essay could revolve around major motifs, themes, literary devices and terms, directions ...
Examples of Critical Essays. "Jack and Gill: A Mock Criticism" by Joseph Dennie. "Miss Brill's Fragile Fantasy": A Critical Essay About Katherine Mansfield's Short Story "Miss Brill" and "Poor, Pitiful Miss Brill". "On the Knocking at the Gate in Macbeth" by Thomas De Quincey. A Rhetorical Analysis of Claude McKay's "Africa".
When writing a paper, you should follow these six steps. This handout guides you through the six steps for writing a Critical Essay. Step 1. Organizing your Thoughts (Brainstorming) Step 2. Researching your Topic Step 3. Developing a Thesis Statement Step 4. Writing the Introduction Step 5. Writing the Body of the Essay Step 6.
Critical thinking, as described by Oxford Languages, is the objective analysis and evaluation of an issue in order to form a judgement. Active and skillful approach, evaluation, assessment, synthesis, and/or evaluation of information obtained from, or made by, observation, knowledge, reflection, acumen or conversation, as a guide to belief and action, requires the critical thinking process ...
It's important for me to do the same for other minorities or anybody who is being wronged. Silence, in a way, is not about being neutral. It empowers the oppressor," the National Award winner told ...
Guest Essay. Surgeon General: Parents Are at Their Wits' End. We Can Do Better. Aug. 28, 2024. ... friends, neighbors and co-workers — can play a critical role. Too often, when someone is ...