1 ESL 511 ESL 511 Course # ESL 511 Critique Essay (20

1

ESL 511

ESL 511

Course #

ESL 511 Critique Essay

(20 % of final grade)

Purpose:

The purpose of this assignment is to develop your skills of critiquing a research article’s validity, credibility, argumentation, and organization. These skills are essential to your success as a scholar in any discipline as they are necessary to review the works of others and critically analyze their shortcomings and/or how the research can be extended. Critique is a commonly used form of writing both informally in reviews of submissions to journals and conferences and formally in published review papers and response papers.

Assignment Description:

The outcome of this assignment is to write a 2-3-page (double-spaced) essay, critiquing the research article’s validity, credibility, argumentation, and/or organization. The Critique Essay should have a thesis statement with an overall evaluation of the credibility or quality of the research and at least 3 critique points (can be positive, negative, or both), each supported with examples from the article or evidence from outside sources. To get achieve this outcome, you will complete the following steps:

Step Descriptions:

Step 1: Submit a Critique Outline

Create an outline for the Critique Essay that includes your critique points and 2-3 questions you want to discuss with your mentor (any specific points or ideas in your outline that you are unsure about). Begin by selecting and reading an academic research article. See Source Requirements below. The Guiding Questions for Critique (DOC) may help you to choose critique points.

Deadline: November 2nd, 2021

Points: 10

Step 2: Meet with your mentor for feedback

Meet with your mentor to discuss feedback and questions on your critique outline. You will send the outline and questions in advance of the meeting. Refer to the Mentor Meeting Agenda (DOC) for more details on what you should do during the meeting. After the meeting, submit your critique outline with the mentor’s comments on the course website. The comments from the mentor can be mixed inside your outline, in the margin of your outline, or in a separate space below or above your outline. The format is flexible as long as you demonstrate that you have met with your mentor and taken note of the feedback.

Deadline: November 9th, 2021. Submit the article and outline on the course website and send the same materials to your mentor. You should send them at least a couple days before your meeting so that your mentor has enough time to review the materials.

Points: 10

Step 3: Submit Critique Essay Drafts

Critique Essay Draft 1

Based on the mentor’s feedback on your outline, you will write a complete first draft of your Critique Essay and submit it for your instructor to review.

Deadline: November 12th, 2021 (a Friday)

Points: 20

Critique Essay Final Draft

Revise the second draft of the essay based on instructor from the individual conferences (which is required for all students) and self-reflection. Aim to meet all assignment requirements and address the criteria described in the rubric.

Deadline: November 18th, 2021

Points: 100

Submission Requirements: 

Documents should be submitted on Moodle. Follow links on the “Unit 3 Assignment Guidelines” page.

Formatting Requirements: 

Formatting: Documents should include Times New Roman, size 12 font. Paragraphs should be indented and double-spaced, with 1-inch margins on all sides. The first page of the assignment should include your name, section, date, assignment name, and draft number (if appropriate). Final drafts should include your UIN (9-digit number).

Length: Critique Essay should be 2-3 pages long, not including the cover page.

File names: To expedite feedback and file sharing, label your files with the following pattern: 511_Assignment Name_NetID_Draft #.docx.

Example for outline: 511_critique outline and notes_rider3.docx

Example for essay: 511_critique essay_rider3_draft 1.docx

Source Requirements:

You are not required to use any source other than the article that you are critiquing; however, you may use other article(s) that help support or illustrate your critique points. All sources you used, including the article that you critique, must be cited in APA style in your text as well as at the end of your essay (under “References”).

Guidelines for Choosing an Article to Critique

The critique article should meet the following three (3) guidelines. The article should:

be an academic research article. “Research” here is defined as a systematic and diligent investigation of a subject to discover or revise our knowledge.

have some variation of IMRD (introduction, methodology, results, and discussion).

can be the same article that you analyzed in the previous unit or a different one. (You may consider some input from your mentor in your article selection process as they will review your outline later, but the article should not be authored or co-authored by your mentor.)

Academic Integrity Disclaimer:

Any violation of academic integrity, even unintentional, may result in penalties as stated in the Student Code and the course syllabus. As such, plagiarism detection software will be used.

Sample Assignment:

Available on Moodle.

Grading Criteria:

All above-mentioned Steps will contribute to the “Critique Essay” score category of your final grade in this course as indicated in the First Day Handout.

For Step 1 – Step 2, you’ll receive full credit for timely completion as well as following directions from the assignment guidelines and rubric. For an incomplete draft (e.g., missing key components specified in the assignment guidelines or rubric), you will receive 10-20% deduction (depending on how many key components you’re missing). 

Step 4 (the final step) will be scored using the rubrics below.

ESL 511, Critique Essay Grading Rubric

Name

Performance Indicators

How to interpret your score.

Incomplete (IC): The work demonstrates no attempt at the skill, or significant components are missing.

Unsatisfactory (UN): The work attempts but does not demonstrate the skill.

Needs Improvement (NI): The work demonstrates some skill but is applied unevenly or inconsistently.

Adequate (ADQ): The work demonstrates good skill but should be further developed.

Advanced (ADV): The work demonstrates excellent skill and shows clear competence in this area.

Criteria

IC

UN

NI

ADQ

ADV

Score

Comments

Introduction: The introduction establishes the context of the whole essay by introducing the topic, author, and title of the article and effectively summarizing the main ideas of the article. The introduction shows logical progression of ideas from general to specific.

0-8

9-10

11

12-13

14-15

15

Thesis and Structure: Presents a well-focused thesis statement that clearly suggests the essay’s direction and purpose and shows a balanced evaluation of the article (i.e., both positive and negative critique). The overall structure of the essay coherently aligns with the thesis. 

0-5

6

7

8

9-10

10

Topic Sentences and Structure: Each body paragraph contains a well-focused topic sentence that effectively supports or explains the thesis. The topic sentences clearly show the main idea of the paragraph and which aspect of the article is being evaluated. The organization of each body paragraph coherently aligns with the topic sentence, with cohesive sentences that are logically connected.

0-5

6

7

8

9-10

10

Analysis and Evidence: Each critique point is elaborated with an in-depth analysis of a particular aspect of the article and supported by relevant and sufficient evidence that is clearly explained and connected. 

0-18

19-21

22-24

25-27

28-30

30

Conclusion: The conclusion paragraph reviews the main ideas, conveys the significance of the topic, and provides suggestions for improvement of the article under discussion. Ideas progress logically from specific to general ideas.

0-5

6

7

8

9-10

10

Source Integration: Ideas and words from the source are effectively integrated with proper paraphrasing or quoting. The source is appropriately cited in-text and in the reference page.

0-5

6

7

8

9-10

10

Clarity of Language: Sentence structures are clear. Errors in grammar, spelling or word usage do not confuse the overall meaning of ideas.

0-1

2

3

4

5

5

Academic Tone & Evaluative Language: Uses academic language that conveys clear evaluation and appropriate strength throughout the essay, while using an objective tone in the summary.

0-1

2

3

4

5

5

Formatting: The paper is free of editing marks and appropriately formatted according to the assignment guidelines

0-1

2

3

4

5

5

Late point deduction (if applicable)

0

Final Grade (out of 100 points)

100

* A case that is pending in the FAIR system will not receive a grade until the case is resolved. FAIR is a software used by most colleges at UIUC to process any violation of Academic Integrity.

University of Illinois, Department of Linguistics. ESL Program                                                                                          Last updated Fall 2021

University of Illinois, Department of Linguistics. ESL Program                                                                                          Last updated Fall 2021