1. The In-Class Critical Essay

2. Five parts:
Intro
Summary
Analysis
Reaction
Conclusion

3. Part 1: The intro
This is the section where you introduce your reader to the article and your thesis.

4. The Intro 1) Introduce the author and essay
2) Author’s intent - paraphrase!
3) Your reaction/your thesis

5. The Introduction: Step 1
Introduce the author and essay
Remember, your reader does not need biographical information
“In his essay “The Hollow Curriculum,” Robert Sollod addresses…”
“In the essay “Every Teacher in America Should Have a Gun,” Steven Siebold argues that…”

6. The Introduction: Step 2
Read the essay
Ask yourself these three question:
What is the author’s main purpose?
Who is the intended audience?
What is the author’s thesis?

7. The Introduction: Step 2
Then paraphrase:
“In his essay “The Hollow Curriculum,” Robert Sollod addresses the controversial subject of religion in the public school system. Sollod believes that by failing to acknowledge religious histories and teachings, universities contribute to the declining morality of society.”
“In the essay “Every Teacher in America Should Have a Gun,” Steven Siebold argues that relying on others to protect our schools from gun-wielding maniacs is not enough: the only way to protect our children is to train and arm the nation’s teachers.”

8. The Introduction: Step 3
Read the essay again; map out the argument.
Ask yourself:
Are you convinced? Why or why not?
Are there any underlying biases or unexamined assumptions
Has the author provided enough evidence to support his or her arguments?
Is the evidence provided logically sound?

9. The Introduction: Step 3
Your reaction/your thesis:
You can choose to agree or disagree in whole or in part with the essay
If you choose to agree, you Must Not simply reiterate the most convincing points of the author’s argument; you need to extend or build upon the argument.
If you choose to disagree, you Must Not build a straw man; you need to engage with the strong points of the author’s essay.

10. What is a Thesis Statement?
Your thesis statement is an Argument
An Argument is a form of discourse in which the writer or speaker presents a pattern of reasoning, reinforced by detailed evidence and refutation of challenging claims, that tries to persuade the reader to accept the claim.

11. What is a Good (Arguable) Thesis:
Must move beyond opinion; a thesis must be presented as a problem capable of being investigated
Must move beyond “nit picking”
The focus must not be too specific.
The focus must not be too narrow.
Must take into account what the author is trying to accomplish

12. Some Bad Thesis Statements
“Siebold’s argument does not convince this reader because I don’t like guns.” “Siebold’s essay fails because he does not make a distinction between assault weapons and handguns” “Siebold’s essay makes a convincing argument, but the fact that he makes numerous grammar mistakes detracts from his impact.” “Siebold makes a very convincing argument.”

13. The Introduction: Step 3
“In his essay “The Hollow Curriculum,” Robert Sollod addresses the controversial subject of religion in the public school system. Sollod believes that by failing to acknowledge religious histories and teachings, universities contribute to the declining morality of society. He recommends an evaluation of course offerings in terms of ways in which courses on religion or spirituality can be integrated into higher education curriculum. Such a project would involve not only university faculty and administrators but also American citizens nationwide. While it may be true that recent years have seen a moral or ethical decline in the general public, Sollod’s assertion that this decline is due to religious ignorance is not only unfounded but also untrue.” “In the essay “Every Teacher in America Should Have a Gun,” Steven Siebold argues that relying on others to protect our schools from gun-wielding maniacs is not enough: the only way to protect our children is to train and arm the nation’s teachers. Siebold makes a number of convincing claims, but he only presents one side of the issue, and because of this biased approach, his solutions fail to fully convince any but those already convinced that more guns are the answer.”

14. Part 2: Summary
This is the section where you briefly summarize the author’s argument.

15. Part 2: Summary
Audience: who will read your writing? What information do I want? What information do you need?
Anticipate the analysis: make sure you cover, briefly, the arguments you will analyze in the next section of your essay.
Transition words and phrases: certain words and phrases provide a logical flow to your writing. While you might move through the arguments in an essay well, if you don’t use transitional words and phrases, you make it harder for your reader to see what connections you are making.
A Summary is NOT an essay: your analysis section is the place to assess the author’s evidence, and your reaction section is the place to offer your own evidence, in either support or rebuttal, and to draw conclusions. Your summary is merely setting the stage for this next step.
Paraphrase: a summary is NOT the place for quotations—especially long ones.

16. Part 3: Analysis
This is the section where you will describe how the author is putting together his or her arguments.

17. Part 3: Analysis Ask yourself:
What rhetorical strategies does the author employ? How effective are they?
Are the language and word choices accurate, imaginative, correct, and/or appropriate?
What are the arguments the author offers in support of his or her thesis?
What evidence does the author offer in support of these arguments?
Does the evidence work to support the argument? Are there any logical connections missing?
How does the author work to anticipate counterarguments?
Does the author fail to anticipate any counterarguments?

18. Part 3: Analysis
One of your main focuses should be on the Link between argument and evidence: how strong or weak is the link?

19. Part 4: Reaction
This is your chance to support your thesis by offering your reaction and arguing either for or against the author’s thesis.

20. Part 4: Reaction Ask yourself:
Do I agree with the author? Why or why not?
In which ways could we extend the author’s arguments?
In which ways could we critique the author’s arguments?
How can I use the material from my analysis section to support my reaction?

21. Part 5: Conclusion
This is the section where you summarize what you have just written and leave your reader with some final thoughts.

22. Part 5: Conclusion Be sure:
Summarize—the conclusion is not the place for new arguments.
That you paraphrase—do not repeat yourself word for word.
That you try to leave your reader with something to think about.