Critical analysis (QUA-M2-01-EN)

The objective of this activity is to provide some steps and instructions in which it is appropriate to proceed when writing a critical analysis of an argument or article. Argument represents the basic idea of the information being communicated.

• Students (secondary school, high school, university)
• Educators, trainers, councillors, youth workers

Main aim for critical analysis is to carefully examine and judge the ideas or work of someone else. It is a subjective type of analysis because it expresses your own interpretation and analysis of the work by dividing and studying its parts.

For this activity you can use critical analysis to review a piece of literature, a film or TV show, a business process, article or another person's academic report, for example.

STEP 1: START WITH BASIC INFORMATION:

Facilitator will suggest on the first session an article on which the critical analysis will focus. Length of the critical analysis is set for one A4. Facilitator will give participants time to write a paper – critical analysis. Time needed depends on the group – individual decision of the facilitator.

 STEP 2: WRITING (individual):

Critical analysis uses your critical thinking skills, and it is usually written as an essay or paper. Participant writes critical analysis as an individual. Facilitator will explain main points before conducting the critical analysis. Facilitator will point out that participants should not forget that good critical analysis evaluates the ideas or work in a fair way that shows both its positive and negative aspects.

Facilitator will explain main points of critical analysis, which are:

• Creating an outline:
• Critical analysis starts with questions:
• • What is/are the overall argument/s or point/s of the author?
  • Is the argument backed up by credible evidence?
  • Is the argument based on assumptions?
• Writing main points targeting following questions:
• • Who is the author?
  • What is the authors expertise?
• Publishing date of the article.
• Source of the article and its credibility.
• Identify bias (look at the aspects of the language, sentence structure, evidence and tone used by the writer).

STEP 3: Conclusion of writing

At this point participant(s) can sum up opinion about article and its reliability.

STEP 4:Proofreading

Participant(s) will read again what have been written and refine if needed.

STEP 5: DISCUSSION (group):

Facilitator on the second session will proceed with discussion in group, where all analysis created by the group members would be evaluated and considered together. They will target if the given analysis meets required parameters and steps explained on first session. Also, they will target the differences in view of different authors for the chosen work.

Participants are asked to defend their view if others does not agree with the final evaluation.

• Pen, paper, notebook

• Analysis
• Critical thinking training
• Discussion
• Cooperative learning

Facilitator should prepare specific article, which will suit the typology of the participants.

Facilitator sets the rules for discussion (respect for the speaker, respect for other opinions, etc.)

Bias identification specifics can be used for discussion:

• Language: Is the language neutral or does it show a positive or negative attitude towards the topic or the audience? Does the writer use emotive words, exaggerations, euphemisms, or stereotypes to influence the reader's feelings or opinions?

• Sentence structure: Is the sentence structure clear and logical or does it confuse or mislead the reader? Does the writer use rhetorical questions, comparisons, contrasts, or parallelism to emphasize their point of view or persuade the reader?
• Evidence: Does the writer use relevant and reliable evidence to support their claims/arguments, such as facts, statistics, examples, or quotations? Do they cite their sources and acknowledge different perspectives? Do they ignore or dismiss evidence that contradicts their claims or present it in a biased way?
• Repetition: Does the writer repeat certain themes or language to reinforce their message or make it memorable? Do they use slogans, catchphrases, or jingles to appeal to the reader's emotions or associations?
• Subjectivity: Is the writer objective and fair or do they express their personal feelings, beliefs, or preferences? Do they use words like "I", "we", "you", or "they" to indicate their position or relationship with the reader or the topic?

Steps to analysing an argument. 2022.  RMIT University. Retrieved and adapted from: https://emedia.rmit.edu.au/learninglab/content/steps-analysing-argument

How To Write a Critical Analysis in 5 Steps (With Tips). 2023. Retrieved and adapted from: https://www.indeed.com/career-advice/career-development/how-to-write-a-critical-analysis

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