https://www.mesacc.

edu/~paoih30491/Sample%20Summarize-and-Critically-Analyze
%20Essay%20PDF%20PDF%20copy.pdf

https://stlcc.edu/docs/student-support/academic-support/college-writing-
center/rhetorical-analysis-sample-essay.pdf

https://www.brainfuse.com/jsp/alc/resource.jsp?s=gre&c=37217&cc=108841 (tone attitude

and purpose)
https://www.dlsweb.rmit.edu.au/lsu/content/B_DSC/gsssp/writing.html

https://lessonbucket.com/english/year-9-english/persuasive-language/analysing-
persuasive-language/

“Laundry-List” Style of Presentation Synthesized Argument.

The article cites several different studies in
support of the argument that playing violent video
games can have a positive impact on student
achievement. These studies refer to educational
games and other types of computer use. The
argument is not logically well constructed.
Educational games are not the same as violent
video games. The article also ignores data
indicating that people with the highest GPA are
those that reported low computer use. Also,
different types of computer use could include
things like researching or word-processing, and
these activities are very different from playing
violent video games.
The evidence cited in the article does not support
the overall conclusion that playing violent games
improves GPA. One study only examines
educational games in relation to GPA, so it is
questionable whether the same findings will hold
true for other types of games. Another study does
not distinguish between different types of
computer use, making it difficult to assess
whether it is game playing or activities such as
research and writing that contributed to
improvements in GPA. Further, the author
disregards relevant data that indicates that
students with the highest GPAs are those who
report low computer use, which means that a
direct correlation between game playing and GPA
cannot be supported.

Assess the source of the information

To evaluate the text's appropriateness and quality as a research source consider the:

 author's credentials, such as their institutional affiliations, educational background,

past work and experience
 publication date, including whether there are more recent editions of the text, or other
texts that provide more up-to-date information
 scope
 intended audience
 writing style and general quality.

Information essentials: UQ Library's guide to how to find and evaluate information.

Identify gaps and bias

To help identify gaps and bias in a text, identify information that is presented with little or no
explanation or evidence. Look out for:

 generalisations
 assumptions
 opinions (even from experts)
 selective inclusion of evidence that only supports a particular point of view
 words that may indicate the author is overstating or making unjustified assumptions
(e.g. plainly, obviously, undeniably, naturally, as you will agree, there is no doubt, it
has to be admitted, clearly).

Critical Analysis of an Article

This worksheet will guide you through a critical reading of an assigned article or book chapter.

Logic and Argument:

1. The main argument of this article is: (Paraphrase as accurately as possible.)

2. The most important information in the article is:

(What supporting evidence, facts, experience, or data do the authors provide to support their
argument?)

3. The key concept(s) we need to understand in the article are:

(What important ideas do you need to understand in order to understand the authors’ line of
reasoning?)

4. The main assumption(s) underlying the authors’ thinking is/are: (What are the authors taking
for granted [that might be questioned]?)

5. If we take this line of reasoning seriously, the implications are:

(The “so what?” question: Why does this argument matter? Why should we care? What
consequences are likely to follow if people take the authors’ line of reasoning seriously?)

6. What are your reactions to this argument? Are you convinced? Why or why not?

7. What questions do you have about this article? Do you need more information? Is part of the
argument unclear? Is there something the authors haven’t considered? What would you ask
the author(s) if you spoke with him/her/them?

Writing Style:

7. How do the authors establish authority? (Think about whether the authors seem
knowledgeable. Why or why not? What perspectives, biases, or values appear to have a role
in the authors’ argument? Cite specific examples.)

8. How does the authors’ overall style aid their argument? (Think about the overall tone, how
the authors form sentences or choose words, the length of passages, etc. Cite specific
examples.)

9. How do the authors get your interest? (Think about whether the authors try to get you to identify
with them or to care about the subject. Do the authors seem to assume you have particular interests
and/or values and use them as the basis for argument? How? Cite specific examples.)
Adapted from Critical Thinking: Concepts & Tools by Paul and Elder & Empire State College Writing Center