Although I have written a great deal of papers, I have never written a critique of someone elses views on a particular piece of literature. I surmise that it must be type of report; unfortunately, my professors have not explained in detail what these are like.
I have three of this type of paper due next week: one is a two page paper regarding a single critique of Austen's Pride and Prejudice, the second is a two page paper for British Literature based on one crtique ( I am thinking of doing Beowulf, or possibly something from Canterbury Tales), and the third and most complicated one is for my Chaucer course; this paper is to be approximately five pages long and must deal with three critical essays (all three essays must be about the same Tale and must have something in common).
I have begun my research (MLA International Biography) and have found several journal articles and have also checked out several books of Chaucer criticism. However, I do not know where to begin - this is not an argumentative paper, or even just my interpretation of the literature, so how do I develop my thesis? Also, how can I write this paper, insert my own opinion (as professors have required) without just repeating the critic's argument in my own words (especially if I agree with them?) The two shorter papers are from the same professor; he would also like me to explain if the critic is "engaged in a conversation with another critic" to explain what it's about and why. How can I do this in a fluid manner? I do not wish to sound like a book report! Also, I cannot seem to find, for example, three different critics arguing about the same issue, such as the Wife of Bath and feminism, so how can all find a common thread in essays that differ so much on this tale?
What I am asking for is some assistance in tackeling these three papers, as two are due Friday, November 18 and the other, longer paper is due on Monday, November 21. I need answers to the above questions and I would like instruction on how to write a critical essay, not on the literary work itself, but of someone else's critique of the literary work, and the more detailed your instruction is, the better. If there seems to be some type of standard formula to follow, and "what to do, and what not to do" type of information, please include it. Examples would also be helpful.
P.S. I know the basics of writing papers, i.e. quoting, bibliography, etc.
Writing a Critical Review is often confusing for students, but I find it best and easiest to think of such an assignment as an amalgamation of a book review and a literary criticism paper-although this is not a steadfast definition.
There is so much out there to guide students through literary criticism and book reviews, but less to guide you through critical reviews. This is for many reasons, the most practical being that each professor is usually looking for something different, and therefore the structure of a particular paper and the requirements vary from assignment to assignment.
It is imperative that you truly understand your assignment, and if you do not, or are unclear about the instructions given to you. I suggest that you e-mail your professor with questions to clarify or schedule an appointment to discuss the assignment further. Only your professor knows truly what he or she is seeking from your completed assignment.
To write a critical review is to examine another person's thoughts on a topic from your point of view. When you are asked to write a critical review (usually of a book or article), you will need to do three things to the ideas and information the author has presented:
2) summarize; and
Your stand must go beyond one's initial reaction to the work and be based on your knowledge (readings, lecture, experience) of the topic as well as on criteria outlined in your assignment or discussed by you and your instructor.
Make your stand clear at the beginning of your review, in your evaluations of specific parts, and in your concluding commentary.
Your goal should be to make a few key points about the book or articles (or what it sounds like in your case, the critic's work) and not to discuss everything the author writes. Students very often try to bring about too many points and in the end have a paper with many incomplete points, rather than a few thorough and complete points.
ORGANIZING YOUR CRITICISM USE:
The following is an excerpt from the following link that I use with students often ( www.gpc.edu/~shale/humanities/ composition/handouts/crit.html ). I feel this is well explained and applies to many types of academic writing.
"Just as it's usually best to read criticism after you've developed your own views, so do you normally refer to or quote criticism after you've expressed an idea of your own. A typical paragraph may consist of a topic sentence (expressing a portion or subtopic of your interpretation), followed by an elaboration of the idea, a reference to or brief quote from the work that you're analyzing, an explanation of how this passage illustrates your point, a quote or reference from a critic on this passage (or a similar one), and perhaps a brief discussion of the critic's comments."
"The most important part of every student paper is the student's own ideas--the criticism is used within the body paragraphs to support the student's ideas. ...
Statistics questions. Please open word document. Missing details attached (got to do with optimal sample size (n)).
Select the correct answer (letter) to the question from the list of answers on the next page.
1. The ________ is the probability of observing a sample value as extreme as, or more extreme than the value observed, given that the null hypothesis is true.
2. The long-term behavior of a variable over an extended period of time is the ________
3. The variation within a year, such as retail sales during "back to school" period is called ______
4. A period of prosperity, followed by recession is called the ______________
5. When we plot a trend equation, the variable plotted along the horizontal axis is __________
6. Use the __________ to test if two sample variances come from the same or equal populations.
7. The coefficient of correlation can range between the two perfect correlations of ____________
8. If the coefficient of correlation is computed to be -0.80, this means as X increases Y ________
9. In a Chi-Square test of sales by days of the week at the 95% confidence level the critical value is _____.
10. With an r of -0.7 what proportion of the variation in Y is explained by variation in X? ______
11. With the regression equation of Y' = 3X + 25, when X equals 0, then Y' equals _______
12. If we raise the error allowed, E, in our survey results then we can use a _______ sample size, n.
13. The variable plotted on the vertical or Y - axis in a scatter diagram is the _______ variable.
14. If the null hypothesis contains an equal sign, =, then we need to do a _______ tailed test.
15.With a "level of significance" of 0.10, then the "level of confidence" is _________.
16. When the null hypothesis is rejected, we conclude the alternate hypothesis is __________
17. Given the same significance level, a ________ value of t will be required to reject the null hypothesis compared to the value of z required for rejection.
18.With a ________ tailed test the alternative hypothesis contains a < or > sign.
19. The null hypothesis is a claim about the value of the ___________________
20. The t distribution is continuous, has a mean of 0 and is more spread out than the ___________
21. Suggested levels of significance: political polling ______; consumer research ______; and quality control ______.
22. In a one-tailed test at alpha 0.05, with n = 21: z critical is ______; and t critical is_______.
23. To determine the equation for the regression line you (or Excel) use the ___________method.
1. In Week 1 of RES/342 we determined the optimal sample size, n, using a three variable formula. Fill in the following table listing the three variables and specify the effect on n (either + or -) of increasing and decreasing each variable, one at a time.
VARIABLE EFFECT of INCREASE EFFECT of DECREASE
2. Given a Chi-Square problem where the sum of the observed frequencies (first column) is 500, the sum of the expected frequencies (second column) should equal _________and the sum of the observed frequencies minus the expected frequencies (third column) should equal _________.
3. Given a two-tailed hypothesis test where n = 40, the desired level of confidence is 95% and the population standard deviation is known, we would use the ______ test for the ______ level of significance and the critical value of __________.
4. Given an upper tail hypothesis test where n = 25, the desired level of confidence is 90% and the population standard deviation is unknown, we would use the ______ test for the ______ level of significance and the critical value of __________.
5. If the value of the test statistic falls in the "rejection region", our data are inconsistent with _______ and the decision should be to accept the _____________.
6. Degrees of freedom in a Chi-Square problem is dependent upon the number of _____________ while degrees of freedom in an F Distribution problem is dependent on _____________ in both the ___________________ and the _____________________.
7. Please fill in the second table given a 0.05 level of significance and the following data:
ROUTE MEAN TIME STANDARD DEVIATION OBSERVATIONS
Freeway 40 minutes 3 minutes 12 commuters
Surface Streets 45 minutes 5 minutes 8 commuters
Numerator Denominator Degrees of Freedom Numerator Degrees of Freedom Denominator F Critical Value Factor(s) & Levels Response Variable
PROBLEMS (For full credit be sure to show your work.)
1.Your company wants to conduct a salary survey for the position of Accounting Assistant II. The estimated salary range is $4,500, the margin of error should be $100 and the desired level of confidence is 95%. What is the optimal sample size for this salary survey?
2. A restaurant that bills its house account monthly is concerned that the average monthly bill exceeds $200 per account. A random sample of twelve accounts is selected, resulting in the sample mean of $220 and a sample standard deviation of $12. The researchers have determined that they should test that the mean bill exceeds $200 at the 5% level of significance.
What is the Null Hypothesis? ___________
What is the Alternate Hypothesis? ____________
How many tail(s) in the test? __________
What test should the researchers use? _________________
Why do they use this test?
What is the critical value? ________________
If the calculated value for the test statistic is 5.77, then what have the researchers learned with the test?
Are the test results reliable?