critical perspective of essay

How to Write a Critical Essay

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Olivia Valdes was the Associate Editorial Director for ThoughtCo. She worked with Dotdash Meredith from 2017 to 2021.

• B.A., American Studies, Yale University

A critical essay is a form of academic writing that analyzes, interprets, and/or evaluates a text. In a critical essay, an author makes a claim about how particular ideas or themes are conveyed in a text, then supports that claim with evidence from primary and/or secondary sources.

In casual conversation, we often associate the word "critical" with a negative perspective. However, in the context of a critical essay, the word "critical" simply means discerning and analytical. Critical essays analyze and evaluate the meaning and significance of a text, rather than making a judgment about its content or quality.

What Makes an Essay "Critical"? 

Imagine you've just watched the movie "Willy Wonka and the Chocolate Factory." If you were chatting with friends in the movie theater lobby, you might say something like, "Charlie was so lucky to find a Golden Ticket. That ticket changed his life." A friend might reply, "Yeah, but Willy Wonka shouldn't have let those raucous kids into his chocolate factory in the first place. They caused a big mess."

These comments make for an enjoyable conversation, but they do not belong in a critical essay. Why? Because they respond to (and pass judgment on) the raw content of the movie, rather than analyzing its themes or how the director conveyed those themes.

On the other hand, a critical essay about "Willy Wonka and the Chocolate Factory" might take the following topic as its thesis: "In 'Willy Wonka and the Chocolate Factory,' director Mel Stuart intertwines money and morality through his depiction of children: the angelic appearance of Charlie Bucket, a good-hearted boy of modest means, is sharply contrasted against the physically grotesque portrayal of the wealthy, and thus immoral, children."

This thesis includes a claim about the themes of the film, what the director seems to be saying about those themes, and what techniques the director employs in order to communicate his message. In addition, this thesis is both supportable  and  disputable using evidence from the film itself, which means it's a strong central argument for a critical essay .

Characteristics of a Critical Essay

Critical essays are written across many academic disciplines and can have wide-ranging textual subjects: films, novels, poetry, video games, visual art, and more. However, despite their diverse subject matter, all critical essays share the following characteristics.

• Central claim . All critical essays contain a central claim about the text. This argument is typically expressed at the beginning of the essay in a thesis statement , then supported with evidence in each body paragraph. Some critical essays bolster their argument even further by including potential counterarguments, then using evidence to dispute them.
• Evidence . The central claim of a critical essay must be supported by evidence. In many critical essays, most of the evidence comes in the form of textual support: particular details from the text (dialogue, descriptions, word choice, structure, imagery, et cetera) that bolster the argument. Critical essays may also include evidence from secondary sources, often scholarly works that support or strengthen the main argument.
• Conclusion . After making a claim and supporting it with evidence, critical essays offer a succinct conclusion. The conclusion summarizes the trajectory of the essay's argument and emphasizes the essays' most important insights.

Tips for Writing a Critical Essay

Writing a critical essay requires rigorous analysis and a meticulous argument-building process. If you're struggling with a critical essay assignment, these tips will help you get started.

• Practice active reading strategies . These strategies for staying focused and retaining information will help you identify specific details in the text that will serve as evidence for your main argument. Active reading is an essential skill, especially if you're writing a critical essay for a literature class.
• Read example essays . If you're unfamiliar with critical essays as a form, writing one is going to be extremely challenging. Before you dive into the writing process, read a variety of published critical essays, paying careful attention to their structure and writing style. (As always, remember that paraphrasing an author's ideas without proper attribution is a form of plagiarism .)
• Resist the urge to summarize . Critical essays should consist of your own analysis and interpretation of a text, not a summary of the text in general. If you find yourself writing lengthy plot or character descriptions, pause and consider whether these summaries are in the service of your main argument or whether they are simply taking up space.
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How To Write a Critical Perspective Essay

When you are faced with an essay title that incorporates the phrase “deliver a critical perspective on…”, the temptation can be to think that this means finds fault with a concept. However, in academic terms, taking a critical perspective means being able to demonstrate knowledge of different attitudes, interpretations, and viewpoints on the subject, and from this, being able to deliver a considered and informed opinion. In effect, a critical perspective essay requires to you to be able to show that there may be multiple ways to approach the main subject under discussion, but also to pick out, through analysis, which is the most viable perspective.

Sounds easy enough doesn’t it? If you follow our guide to producing the perfect critical perspective essay than yet it really is easy. An easy way to understand critical examination and thus arrive at a critical perspective is to remember that critical examination or evaluation picks out what is relevant or noteworthy to ensure understanding of how a thing (framework, hypothesis, phenomenon) works.

The aim of a persuasive essay is to convince your reader that your opinions and perspectives are correct. This can be done with a combination of emotive language and hard evidence to back up your viewpoint. You have to make the reader believe in the value of your opinion or standpoint, and sometimes to make the reader act. Fortunately, there are a number of techniques and approaches that can be used to ensure your persuasive essay presents a coherent, logical argument that cannot be denied by the reader.

In terms of structure, persuasive essays are relatively simple. Your arguments or opinions need to be clearly stated, reinforced, and backed with facts and evidence. Your summation, or conclusion should ensure that the reader is very clear about where you stand on the issue, so you need to be consistent throughout.

Planning your critical perspective essay

Stage one is identifying what it is you are being asked to critically evaluate and then take a perspective on. Typical essay titles include, “Discuss critical perspectives on the role censorship in modern music”, “Critically evaluate the main perspectives on the impact of social media on body image and state your own views on the subject”. In both cases, you are being asked to look at both sides of the argument and identify your own views.

Stage two requires identifying the key sources that will form the framework and rationale for your perspective. Whilst a critical perspective essay is essentially your own viewpoint, it is important to demonstrate how you have arrived at that view, based on research, evaluation of the evidence and an objective assessment of the facts.

Stage three draws up an outline of the arguments /points you wish to make in your essay and put them in a logical order. Chronologically works well but so does giving greater importance to key themes and then moving into sub-themes.

Writing your Critical Perspective Essay

Introduction.

Your introduction should be clear and unambiguous in stating the topic under question. Frequently a good essay will use either a clear statement (declarative) or a question which reflects the essay title. This tells the reader what you are discussing. The second part of the introduction should draw in your reader and motivate them to read more, as well as a clear statement of your own perspectives and how you intend to prove that they are correct (a thesis statement). Your introduction should conclude with a brief background to the topic and current views in the area. What this achieves is placing your work and perspective into a clear context for your reader.

The body text of your essay should have a focus of one paragraph per point / argument or topic so that the flow of information and argument is consistent. This is where an effective plan can help you clearly structure your essay. For each paragraph, you should introduce the main point/theme you are discussing before moving on to an explanation of your perspectives and why they are accurate in terms of the context of the work.

The explanation should then be followed by presentation of evidence that backs up your point of view. Here you can use quotes, statistics and other illustrative evidence but always ensure that your sources are credible and from trustworthy sources, as well as being correctly cited in the text and listed at the end of the work. An important element of every paragraph, and one most frequently missed by students is the linking of paragraphs, both to the opening statement and to the next point. Without linking the paragraphs an essay lacks cohesion and logical flow.

There are some key tips for critical perspective essay writing that help to reinforce the view you are trying to put across. These include repetition, which means making similar points in a range of ways, with different evidence. Repetition of points is not appropriate, but re-stating or reaffirming a perspective is crucial to ensuring that the reader comes to the same opinion as you.

A further valid approach is to indicate understanding of opposing perspectives. These should be stated, again with appropriate evidence from reliable sources. However, you should also add in reasons, backed by evidence as to why these perspectives are incorrect, which again reaffirms your own critical perspective.

The conclusion of your critical perspective essay should deliver a summation of all the points, bringing them together and reaffirming your original statement of opinion. A strong conclusion can ensure that your readers will be swayed by your arguments and thus take the same perspective on the issue that you have evidenced as being accurate.

Some Key phrases for a critical perspective essay

To ensure your essay is clearly persuasive, include some of the following words and phrases:

• I am certain that…
• It clearly follows that…
• Regardless…
• Although it may seem…
• Considering…. this clearly indicates that …….
• I believe that…
• By the same token…
• Furthermore…

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How to Write a Critical Lens Essay Successfully Step by Step

Critical lens essay writing is a type of literary analysis where the writer is required to analyze and interpret a specific piece of literature or a quote. The essay typically involves discussing the meaning of the quote and how it relates to two literary works. The author is expected to use literary elements and techniques to support their interpretation and provide evidence from the texts.

The term "critical lense" refers to the perspective or lenses through which the scribe views and analyzes the literature. It often involves exploring the cultural, historical, or philosophical context of the works being analyzed. The goal is to demonstrate a deep understanding of the literature and present a well-argued interpretation.

In this guide, we’ll explore such crucial aspects of how to write critical lens essay, its definition, format, and samples. Just in case you’re in a big hurry, here’s a link to our essay writer service that can help you cope with a task at hand quickly and effortlessly.  

What Is a Critical Lens Essay and How to Write It

A critical lens analysis is a form of literary exploration that challenges students to interpret and analyze a specific quote, known as the "lens," and apply it to two pieces of literature. This type of composition aims to assess a student's understanding of literary elements, themes, and the broader implications of the chosen quote. Effectively producing a research paper involves several key steps, each contributing to a comprehensive and insightful analysis. 

The critical lens meaning is to provide a unique perspective into the complexities of literature. It goes beyond mere summarization, urging students to explore the layers of meaning embedded within the chosen quote and its application to literary works. Unveiling the assignment's meaning requires a keen eye for nuance and an appreciation for the intricate dance between language and interpretation.

Knowing how to write a lens essay involves mastering the art of interpretation. As students embark on this literary journey, the process of achieving this task becomes integral. It demands an exploration of the chosen quote's implications, an in-depth analysis of its resonance with the selected literature, and a thoughtful synthesis of ideas. A step-by-step approach is crucial, from deciphering the meaning to meticulously weaving insights into a cohesive and compelling narrative.

A lens analysis is more than a scholarly exercise; it's a nuanced exploration of the intersections between literature and life. It prompts students to unravel the layers of meaning embedded within the viewpoint, dissecting its implications for characters, themes, and overarching narratives. This analytical journey not only refines academic skills but also cultivates a deeper appreciation for the profound impact literature can have on our understanding of the human experience.

Step-by-Step Writing Guide

In this guide, we will explore the assignment’s prerequisites and outline five steps to help students understand how to write a critical lens essay.

STEP 1 - Understand the Critical Lens Quote

The journey of crafting a compelling draft begins with a deep understanding of the chosen quote or viewpoint. This quote typically embodies a philosophical or thematic idea that serves as a foundation for analyzing the selected literary works. Students should dissect the quote, exploring its nuances, underlying meanings, and potential applications to literature.

STEP 2 - Select Appropriate Literary Works

Once the sources are comprehended, the next step is to select two literary works that can be effectively analyzed through this framework. Choosing appropriate texts is crucial, as they should offer rich content and thematic depth, allowing for a comprehensive exploration. Students must consider how the texts align with and diverge from the central ideas presented in the quote.

STEP 3 - Interpret the Chosen Texts

With the literary works in hand, students embark on a close reading and analysis of the selected texts. This involves identifying key themes, characters, literary devices, and narrative elements within each work. The goal is to understand how each text relates to the material and to uncover the deeper meanings encapsulated in the literature.

STEP 4 - Write a Thesis Statement for Your Critical Lens Essay

The thesis statement is the compass guiding the entire document. It should succinctly capture the composer’s interpretation of the original source and how it applies to the chosen texts. A well-crafted thesis statement not only outlines the focus of the essay but also provides a roadmap for the subsequent analysis, showcasing the author’s unique perspective.

STEP 5 - Structure the Essay Effectively

The final step involves organizing the tract into a coherent and persuasive structure. A well-structured article typically includes an introduction, body paragraphs, and a conclusion. In the introduction, students present their interpretation, introduce the chosen texts, and offer a clear thesis statement. Body paragraphs delve into specific aspects of lenses and their application to each text, supported by relevant evidence and analysis. The conclusion synthesizes the key findings, reinforces the thesis, and leaves a lasting impression on the reader.

A successful article requires a meticulous approach to interpreting the quote, selecting appropriate literary works, closely analyzing the texts, crafting a robust thesis statement, and structuring the document effectively. By following these five key steps, students can develop a well-rounded and insightful article that not only demonstrates their understanding of literature but also showcases their ability to apply analytical thinking skills to literary analysis. Should you find the process challenging, simply contact us and say, ‘ Write an essay for me ,’ so we can find you a perfect writer for the job.

Critical Lens Essay Outline

Creating a comprehensive lens essay outline is an essential preparatory step that helps students organize their thoughts and ensures a well-structured effort. Below is a suggested outline, dividing the task into logical sections:

Introduction:

• Hook: Begin with a captivating hook or quote to engage the reader.
• Quote: Introduce the chosen quote, providing context and potential interpretations.
• Interpretation: Offer your initial interpretation and its implications.
• Thesis Statement: Clearly state your thesis, outlining how the document applies to the chosen literary works.

Body Paragraphs:

Paragraph 1: First Literary Work

• Brief Overview: Provide a concise summary of the first literary work.
• Connection to Critical Lens: Analyze how it applies to this text.
• Evidence: Incorporate relevant quotes or examples from the text to support your analysis.
• Interpretation: Discuss the deeper meanings revealed through the analysis.

Paragraph 2: Second Literary Work

• Brief Overview: Summarize the second literary work.
• Connection to Critical Lens: Examine how it is reflected in this text.
• Evidence: Include specific quotes or instances from the text to bolster your analysis.
• Interpretation: Explore the profound implications illuminated by the material.

Paragraph 3: Comparative Analysis

• Common Themes: Identify shared themes or patterns between the two works.
• Differences: Highlight key differences and divergent interpretations.
• Unity: Emphasize how both work collectively to reinforce the analysis.
• Counterargument.

Conclusion:

• Recapitulation: Summarize the main points discussed in the body paragraphs.
• Thesis Restatement: Reiterate your thesis in a compelling manner.
• Concluding Thoughts: Offer final reflections on the broader implications of your analysis.

By adhering to this outline, students can systematically approach their essays, ensuring a coherent and well-supported exploration of the chosen perspective and literary works. The outline serves as a roadmap, guiding the author through each essential element and facilitating a more organized and impactful final product. You will also benefit from learning how to write a character analysis essay because this guide also offers a lot of useful tips.

Introduction

The introduction plays a pivotal role in capturing the reader's attention and establishing the foundation for the ensuing analysis. Begin with a compelling hook or a thought-provoking quote that relates to the chosen perspective. Following the hook, introduce the quote itself, providing the necessary context and initial interpretations. This is also the space to present the thesis statement, succinctly outlining how the outlook applies to the literary works under examination. The thesis should offer a roadmap for the reader, indicating the key themes or ideas that will be explored in the body paragraphs.

The main body paragraphs constitute the heart of the article, where the essayist delves into a detailed analysis of the chosen literary works through the framework provided. Each body paragraph should focus on a specific literary work, providing a brief overview, connecting it to the perspective, presenting evidence from the text, and offering interpretations. Use clear topic sentences to guide the reader through each paragraph's main idea. Strive for a balance between summarizing the text and analyzing how it aligns with the outlook. If applicable, include a comparative analysis paragraph that explores common themes or differences between the two works. This section requires a careful integration of textual evidence and insightful commentary. Keep in mind that learning the ins and outs of a literary analysis essay might also help you improve your overall written skills, so check it out, too!

The conclusion serves as a synthesis of the analysis, offering a concise recapitulation of the main points explored in the body paragraphs. Begin by summarizing the key findings and interpretations, reinforcing how each literary work aligns with the work’s angle. Restate the thesis in a conclusive manner, emphasizing the overarching themes that have emerged from the analysis. Beyond a mere recap, the conclusion should provide broader insights into the implications of the outlook, encouraging readers to contemplate the universal truths or societal reflections brought to light. A strong conclusion leaves a lasting impression, prompting reflection on the interconnectedness of literature and the perspectives that illuminate its depth.

Critical Lens Essay Example

Final Remark 

Through the exploration of literary works, students not only refine their understanding of diverse perspectives but also develop essential analytical thinking skills. The ability to decipher, analyze, and articulate the underlying themes and conflicts within literature positions students as adept communicators and thinkers.

Armed with the skills cultivated in dissecting and interpreting texts, students gain a formidable ally in the pursuit of effective communication. By committing to harnessing the insights gained through this assignment, students empower themselves to produce richer, more nuanced pieces. 

How to Write a Thesis Statement for Your Critical Lens Essay?

How does using a critical lens essay help writers, what are the best critical lens essay examples.

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23.9 Applying Literary Theory and Critical Perspectives

Now that we’ve examined a variety of critical perspectives and literary theories, we’ll take a closer look at the following perspectives to see how they can be applied in analyzing literature:

Reader-response Criticism

Psychoanalytic literary criticism, feminist theory, postcolonial, racial, and ethnic theory.

This approach focuses on the reader (or “audience”) and their experience of a literary work, in contrast to other schools and theories that focus attention primarily on the author or the content and form of the work.

Reader-response theory recognizes the reader as an active agent who imparts “real existence” to the work and completes its meaning through interpretation. Reader-response criticism argues that literature should be viewed as a performing art in which each reader creates their own, possibly unique, text-related performance. It stands in total opposition to the theories of formalism and the New Criticism.

The Purpose of Reader-Response

Reader-response suggests that the role of the reader is essential to the meaning of a text, for only in the reading experience does the literary work come alive. For example, in Mary Wollstonecraft Shelley’s  Frankenstein  (1818), the monster doesn’t exist, so to speak, until the reader reads  Frankenstein and reanimates it to life, becoming a co-creator of the text. Thus, the purpose of a reading response is examining, explaining, and defending your personal reaction to a text.

Your critical reading of a text asks you to :

• explore why you like or dislike the text;
• explain whether you agree or disagree with the author;
• identify the text’s purpose; and
• critique the text.

There is no right or wrong answer to a reading response. Nonetheless, it is important that you demonstrate an understanding of the reading and clearly explain and support your reactions. Do not use the standard approach of just writing:  “I liked this text because it is so cool and the ending made me feel happy,” or “I hated it because it was stupid and had nothing at all to do with my life and was too negative and boring.”  In writing a response you may assume the reader has already read the text. Thus, do not summarize the contents of the text at length.  Instead, take a systematic, analytical approach to the text.

Criticize with Examples

If you did not like a text, that is fine, but criticize it either from:

Is the text racist? Does the racism come from the narrator, character, or the text itself?

Does the text unreasonably put down things, such as religion, or groups of people, such as women or adolescents, conservatives or democrats, etc.?

Does the text include factual errors or outright lies? It is too dark and despairing? Is it falsely positive?

Does the text lack clarity?

Does it contain too much verbal “fat”?

Is it too emotional or too childish?

Does it have too many facts and figures? (e.g., in nonfiction)

Are there typos or other errors in the text?

Do the ideas wander around without making a point?

In each of these cases, do not simply criticize, but give examples.

The Structure of a Reader-Response Essay

Choosing a text to study is the first step in writing a reader-response essay. Once you have chosen the text, your challenge is to connect with it and have a “conversation” with the text.

In the beginning paragraph of your reader-response essay, as with any essay you’re analyzing, be sure to mention the following:

• title of the work to which you are responding;
• the author; and
• the main thesis of the text.

Then, do your best to answer the questions below. Remember, however, that you are writing an essay, not filling out a short-answer worksheet. You do not need to work through these questions in order, one by one, in your essay. Rather, your paper as a whole should be sure to address these questions in some way.

• What does the text have to do with you, personally, and with your life (past, present or future)? It is not acceptable to write that the text has nothing to do with you, since just about everything humans can write has to do in some way with every other human.
• How much does the text agree or clash with your view of the world, and what you consider right and wrong? Use several quotes as examples of how it agrees with and supports what you think about the world, about right and wrong, and about what you think it is to be human.   Use quotes and examples to discuss how the text disagrees with what you think about the world and about right and wrong.
• What did you learn, and how much were your views and opinions challenged or changed by this text, if at all?   Did the text communicate with you? Why or why not?   Give examples of how your views might have changed or been strengthened (or perhaps, of why the text failed to convince you, the way it is). Please do not write “I agree with everything the author wrote,” since everybody disagrees about something, even if it is a tiny point. Use quotes to illustrate your points of challenge, or where you were persuaded, or where it left you cold.
• How well does the text address things that you, personally, care about and consider important to the world? D oes it address things that are important to your family, your community, your ethnic group, to people of your economic or social class or background, or your faith tradition?  If not, who does or did the text serve? Did it pass the “Who cares?” test?   Use quotes from the text to illustrate.
• What can you praise about the text? What problems did you have with it? Reading and writing “critically” does not mean the same thing as “criticizing,” in everyday language (complaining or griping, fault-finding, nit-picking). Your “critique” can and should be positive and praise the text if possible, as well as pointing out problems, disagreements and shortcomings.
• How well did you enjoy the text (or not) as entertainment or as a work of art?  Use quotes or examples to illustrate the quality of the text as art or entertainment. Of course, be aware that some texts are not meant to be entertainment or art: a news report or textbook, for instance, may be neither entertaining or artistic, but may still be important and successful.

For the conclusion, you might want to discuss:

• your overall reaction to the text;
• whether you would read something else like this in the future;
• whether you would read something else by this author; and
• if would you recommend read this text to someone else and why.

In general, there are four ways to focus a psychoanalytical interpretation:

• You can analyze the author’s life.
• You can analyze the thematic content of the work, especially the motivations of characters and the narrator(s).
• You can analyze the artistic construction of a text.
• You can analyze yourself or the reader of the literary work using reader-response theory, which is discussed earlier in this chapter.

Here is a quick overview of some psychoanalytical interpretations that demonstrate these approaches.

Analyze the Author’s Life

In  The Life and Works of Edgar Allan Poe  (1933), Marie Bonaparte psychoanalyzes Poe, concluding that his fiction and poetry are driven by his desire to be reunited with his dead mother (she died when he was three). This desire leaves him symbolically castrated, unable to have normal relationships with others (primarily women). Bonaparte analyzes Poe’s stories from this perspective, reading them as dreams reflecting Poe’s repressed desires for his mother. While such an interpretation is fascinating—and can be quite useful—you probably won’t attempt to get into the mind of the author for a short paper. But you will find, however, that examining the life of an author can be a fruitful enterprise, for there may be details from an author’s life that might become useful evidence in your paper.

Analyze the Thematic Content: The Motivations of Characters and the Narrator(s)

An example showing a psychoanalytic focus on literary characters is Frederick Crews’s reading in  The Sins of the Fathers: Hawthorne’s Psychological Themes (1966). Crews first provides a psychoanalytical reading of Nathaniel Hawthorne’s life: he sees reflected in Hawthorne’s characters a thwarted Oedipus complex, which creates repression. Furthermore, Hawthorne’s ties to the Puritan past engenders his work with a profound sense of guilt, further repressing characters. Crews reads “The Birthmark,” for example, as a tale of sexual repression. Crews’s study is a model for psychoanalyzing characters in fiction and remains a powerful and persuasive interpretation.

Analyze the Artistic Construction

Jacques Lacan shows us how a psychoanalytical reading can focus on the formal, artistic construction of a literary text. In other words, Lacan believes that our unconscious is “structured like a language” and that a literary text mirrors this sense of the unconscious. In “Seminar on ‘The Purloined Letter’” , Lacan argues that Edgar Allan Poe’s tale is not necessarily about the meaning of the message in the stolen letter; rather, the tale is about who controls the letter, who has power over the language contained in the letter. You can read Edgar Allan Poe’s “The Purloined Letter” here.

Analyze the Reader

Finally, a psychoanalytical reading can examine the reader and how a literary work is interpreted according to the psychological needs of the reader.

Feminism is a powerful literary theory that is dedicated to social and political change. “How to define feminism? Ah, that is the question,” a befuddled Hamlet might ask. A useful definition of feminism can be found in Michael Kimmel and Thomas Mosmiller’s Against the Tide: Pro-Feminist Men in the United States, 1776–1990: A Documentary History (1992). They focus on four central points:

• There is evidence that women are treated differently and unequally.
• Women are not treated equally in the private and public sphere.
• If these points are true, then that’s wrong and becomes a moral problem.
• Thus feminism is a commitment to change.

Two other definitions will be useful to you: In Kory Dicker’s A History of U.S. Feminisms , Barbara Smith argues that “feminism is the political theory and practice that struggles to free all women: women of color, working-class women, poor women, disabled women, Jewish women, lesbians, old women—as well as white, economically privileged, heterosexual women. Anything less than this vision of total freedom is not feminism, but merely female self-aggrandizement.”

In Feminist Theory: From Margin to Center , noted feminist author bell hooks adds, “Feminism is a struggle to end sexist oppression. Therefore it is necessarily a struggle to eradicate the ideology of domination that permeates Western culture on various levels, as well as a commitment to reorganize society so that the self-development of people can take precedence over imperialism, economic expansion, and material desires.”

Feminist literary criticism is also about this commitment to equality, to change, and it works its way by arguing that literature is a powerful cultural force that mirrors gender attitudes. Feminist literary criticism can be categorized into three stages: patriarchal criticism, gynocriticism, and feminine writing.

Patriarchal criticism examines the prejudices against women by male writers. Such criticism analyzes the way that canonical authors—mostly men—create images of women. This criticism is often focused on close textual study since it will examine how men and women are depicted in literary texts.

Gynocriticism is concerned with women writers, particularly in the ways that women writers have become included within the canon. In American literature, Kate Chopin’s The Awakening and Zora Neale Hurston’s Their Eyes Were Watching God are classic examples; these texts, now part of the canon of American literature, have only been seen as such for the past twenty-five years or so. Another interesting example is the evolution of The Norton Anthology of English Literature , which reflects the insertion of women into the canon. The edition for 1968, which covers the Middle Ages, the seventeenth century, the Restoration and the eighteenth century, the Romantic period, the Victorian age, and the twentieth century, includes no women. That’s right—not one single woman! The eighth edition of this anthology, published thirty-eight years later, in 1996, includes the following women writers:

• Middle Ages: Marie De France and Margery Kempe
• Sixteenth and seventeenth centuries: Queen Elizabeth, Mary (Sydney) Herbert, Aemilia Lanyer, Mary Wroth, Katherine Philips, and Margaret Cavendish
• Restoration and eighteenth century: Aphra Behn, Eliza Haywood, Lady Mary Wortley Montagu, and Frances Burney
• Romantic period: Anna Letitia Barbauld, Charlotte Smith, Mary Wollstonecraft, Dorothy Wordsworth, and Felicia Dorothea Hemans
• Victorian age: Elizabeth Barrett Browning, Elizabeth Gaskell, and Christina Rossetti
• Twentieth century: Virginia Woolf, Katherine Mansfield, Jean Rhys, Nadine Gordimer, Alice Munro, and Anne Carson

What does it mean, consequently, when there are no representations of women? Historically, if women didn’t exist in the canon, then we did not—we could not—study them. But with the rise of the field of women’s studies in the 1960s, which introduced the idea of feminist literary criticism, we now value the study of women and their accomplishments, as well as thinking about how gender is constructed and perpetuated generally. This evolution of thought about women and literature is mirrored in the evolving contents of the Norton anthology, which also reflects the evolving canon that is more inclusive, particularly to women writers.

Feminine writing explores the notion that women may write differently than men, suggesting that there may be a “women’s writing” that is an alternative to male writing. Elaine Showalter, in A Literature of Their Own , traces women’s writing into three stages. The first stage is Imitation or Feminine (1840–80), where women imitated men. The classic examples of this are Charlotte and Emily Brontë (of Jane Eyre and Wuthering Heights fame, respectively), who took on male names—Currer Bell and Acton Bell. To give another famous example, George Eliot, who wrote the Victorian classic Middlemarch , was actually Mary Ann Evans. The second stage of women’s writing is Protest or Feminist (1880–1920), which sees women becoming much more political as writers, reacting directly to male domination in society and literature. Kate Chopin is an example of this stage, as is Virginia Woolf. Finally, the third stage, Self-Discovery or Female (1920–), becomes more radical as women turn inward toward the female, toward the body, creating works that mirror a writing particular to women.

As you can see, to narrowly define feminist literary criticism is difficult, for there are a myriad of approaches to take. Feminism is often referred to in the plural—feminisms—because there is such diversity within feminism about core terms and philosophies. A useful starting point is Feminisms: An Anthology of Literary Theory and Criticism , edited by Robyn R. Warhol and Diane Price Herndl.

The field of English or literary studies has changed significantly through the years. At one time, to study English meant to study only literature from England. In fact, it meant to study, almost exclusively, poetry from England. The poetry that English students read for the majority of the field’s history was almost exclusively written by men. It may not surprise you to learn that the majority of the men that English students read came from Western cultures and were white. The experiences of minorities (within Western culture) and non-Western people were largely excluded from the canon. When their experiences did appear in widely read books, poems, plays, and essays, their experiences were usually filtered through perspective of a white author.

Over the past decades, many literary scholars have begun working to change this reality. Drawing from a range of disciplines, including history, anthropology, and sociology, these scholars have demonstrated how the literary canon excludes the voices of minority and non-Western writers, thinkers, and subjects. They have exposed attitudes of prejudice within canonical works. They have also worked to recover and celebrate works by writers from previously ignored or denigrated racial and ethnic backgrounds. Though their subjects vary widely—from the African American experience in the United States to those of Indians living under British colonial rule—scholars interested in racial, ethnic, and postcolonial studies share a conviction that literature is not politically neutral. Instead, they argue that literature both reflects and shapes the values of the cultures that produce it and that literary critics have a duty to analyze and often critique the cultural values embedded in the texts we study.

Looking at literature through the lens of social and cultural identity often requires that critics read beyond the surface meanings of texts and think about the ethnic, cultural, and social implications of the words on the page. When you read with an eye toward racial, ethnic, or postcolonial issues, you should consider the following questions:

• How does this work represent different groups of people? Does it valorize one particular culture at the expense of another? Are characters from particular groups portrayed positively or negatively? Does the work employ stereotypes or broad generalizations?
• How does this work present political power and/or domination? Are there clear lines drawn between conquerors and conquered people in the work? Does the work seem to argue that these lines are appropriate, or does it challenge the divisions between colonizer and colonized?
• What is the historical or cultural context of the work? Is the story set during a time of conflict or peace? Is the story set in a location where one culture colonized another? Does the story unfold before the colonial period, during the colonial period, or after the colonial period?
• Can you discern any particular political agendas at work in the text? That is, does the novel, story, poem, play, or essay seem to make an argument about racial relations, ethnic identity, or political oppression?

Continue Reading: 23.10 Writing About Literature

Composition for Commodores Copyright © 2023 by Mollie Chambers; Karin Hooks; Donna Hunt; Kim Karshner; Josh Kesterson; Geoff Polk; Amy Scott-Douglass; Justin Sevenker; Jewon Woo; and other LCCC Faculty is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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English and Comparative Literary Studies

Foundation module: critical theory - essay tips.

There are a number of ways to conceive of the Critical Theory essay. The simplest is to choose one of the set authors or topics and write on that with suggestions from the relevant tutor.

Slightly more ambitious is to compare and contrast theorists especially if there is a debate between them or one has criticised the other and there is an implicit or explicit dialogue between them. There may be topics where literary or other texts and readings of them have been deliberately built into the syllabus, e.g. readings by Baudelaire and Benjamin of Poe’s ‘The Man in the Crowd’ or Freud’s analyses of dreams and symptoms. Here you might give an account of the readings of these texts and how they are motivated by the theoretical premises and feed their own contributions to or disagreements with those readings into the discussion of the relevant theoretical frameworks. More ambitiously, and perhaps only to be attempted by the more theoretically confident students, is to select a literary or cultural text and generate a reading within a given theoretical framework or in relation to certain theoretical issues.

In both the last two options it must be stressed that this is a critical theory essay, not just an essay on a literary text, and the readings of the latter are there only to forward the discussion of the theoretical issues being addressed and should be organised to confirm, complicate or query the terms of the relevant theoretical issues and frameworks. We don’t want an essay that is mainly just a reading of poem x or novel y (you have other modules in which to do that).

The bottom line here is that students should be able to analyse the work of one of the theorists studied, to be able to explain their key terms, how they operate and the problems they are addressing. The more ambitious will want to play different theories off against each other and consider the limitations, blindspots or weak points of the theoretical frameworks being addressed. The starting point should be the texts read and discussed in the seminars, while the more confident will move a bit beyond them. However, the essay is only 6,000 words and that doesn’t leave much scope for too much ranging around. The essays should be focussed on particular theoretical essays and chapters and the structure of the argument as laid out there. You should think of yourself as giving an account of or arguing with particular theoretical texts and the arguments and terms deployed in them. Sweeping generalisations about Marxism or Psychoanalysis or Deconstruction should be avoided in favour of textually focussed argument.

Most importantly all students must have a discussion with the tutor responsible for each module and agree a topic and especially a title in advance so that we have a list of agreed titles (even if these may evolve in the writing process). This is an opportunity to get some guidance as to reading as well as to the formulation of the topic and title, and it should have happened by the end of the term in which the module is taken.

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2.2: Critical Perspectives

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• Tanya Long Bennett
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Forming your perspective on a poem, story, or play might be easier if you understand some of the approaches commonly taken toward interpreting literature’s meaning. Literary studies have been around long enough that like-minded readers and scholars have gravitated toward basic common positions as they engage in dialogue with each other. As a result, there are a number of widely-recognized critical approaches to literature, from formalists (who focus on how an author employs strategies and devices for a particular effect) to psychoanalytical critics (who explore texts to better understand humans’ psychological structure and their typical responses to particular experiences). As you consider a poem or story, you might choose one of these approaches as the general lens through which to examine that work. What follows is a list of some of the most common critical perspectives. Consider them and make a note of any that strikes you as particularly interesting. You may find that one or several of these reflect your own way of looking at the world.

Biographical Criticism

This approach examines the life and attitudes of an author as the key to understanding the writer’s work. You should probably avoid heavy dependence on this approach, however, as you write essays for this class. Commonly used in the late eighteenth and nineteenth centuries, it has now been largely discounted as a reliable way to understand the meaning of a text.

Formalism (also referred to as “New Criticism”)

Rising to prominence in the 1920s, this approach considers a literary work as an entity separate from its author and its historical context. The formalist explores a poem as a mechanic would explore an engine. The mechanic would assume that the engine’s parts and function can be studied without any understanding of the maker’s life and/or the history of the period in which the engine exists. Similarly, to assess a poem’s impact and understand its meaning, a scholar might “take it apart,” considering its separate elements—the form, line length, rhythm, rhyme scheme, figurative language, and diction—and how those pieces make up the effect of and shape the meaning of the whole.

Psychoanalytical Criticism

Based on the theories of Freud and others, this approach examines a text for signs and symbols of the subconscious processes, both of the characters and of humans in general. Revelatory symbols in a work might include water (the womb or the subconscious), a phallus (patriarchal power or sexual desire), a vessel such as a vase or pitcher (the vagina or sexual desire), and dark passageways (the feared subconscious where we store our unacceptable impulses and desires, and in which we are afraid we might get lost from the ordered, visible world).

Archetypal Criticism

Springing from psychoanalytical criticism, this approach focuses on common figures and story-lines that reveal patterns in human behavior and psychology. Well-known archetypal characters are the hero, the scapegoat, the Earth mother, the temptress, the mentor, and the devil figure. Some common archetypal storylines are the journey, the quest, the fall, and death and rebirth. Carl Jung and Joseph Campbell, key figures in the development of this approach, found that in the many stories they collected from cultures all over the world, these figures and storylines emerged over and over again. Their conclusion was that these figures and storylines are etched into the human psyche (or subconscious), and as we recreate them in our stories, our audiences recognize them as symbolic of their own experience.

Feminist Criticism

Using this approach, one examines a literary work for insight into why and how women are subjected to oppression and, sometimes, how they subvert the forces that oppress them.

Gender Theory

Expanding on feminist criticism, gender studies explore literature for increased understanding of socially defined gender identity and behavior and its impact on the individual and on society. It includes study of sexual orientation and how non-heterosexual identities are treated by mainstream ideology, a dynamic sometimes reflected in, sometimes critiqued by, literary works.

Marxist Criticism

This approach to literature examines how class and economic forces shape human dynamics. It is important to note that Marxist criticism is not a promotion of socialist government, but rather a close study of how invisible economic forces underpin, and often undermine, authentic human relationships.

Historical Criticism

This approach seeks to illuminate a text’s original meaning by uncovering details of the text’s historical context.

New Historicism

Modifying the historical approach described above, the new historicist assumes that material factors interact with each other, thus while this approach seeks to understand a text through its cultural context, it also attempts to discover through the literary work insight into intellectual history. For example, a new historicist might consider Frederick Douglass’s Narrative of the Life of Frederick Douglass as a product shaped not only by Douglass’s experience as a U.S. slave, but also by Douglass’s challenge of finding a publisher (most of whom were white), and by his primarily Christian readership. These factors, according to the new historicist, would interact to shape the text and its meanings.

In finding a perspective that interests you, consider these common ways of approaching literary study and interpretation and how those approaches might intersect with your own passions and values. Scholarly study should be objective, in that academic arguments should be supported by credible and substantial evidence, but scholarly argument is valuable when it aids us in better understanding our world and realizing our goals as humans, communities, and societies. Connecting to these objectives as a writer will help you find your reason for writing and the most effective rhetorical methods for reaching your goals.

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How to Write a Critical Essay

Last Updated: April 8, 2023 Fact Checked

This article was co-authored by Megan Morgan, PhD . Megan Morgan is a Graduate Program Academic Advisor in the School of Public & International Affairs at the University of Georgia. She earned her PhD in English from the University of Georgia in 2015. There are 10 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 1,161,635 times.

The goal of a critical essay is to analyze a book, film, article, painting, or event and support your argument with relevant details. When writing a paper like this, you will have to come up with an interpretation of your own and then use facts or evidence from the work or other sources to prove that your interpretation is acceptable. A critical essay on a book, for example, might focus on the tone and how that influences the meaning of the book overall and would use quotations from the book to support the thesis. This type of paper requires careful planning and writing, but is often a creative way to engage with a subject that you are interested in and can be very rewarding!

Preparing to Write a Critical Essay

• Get to know the text inside and out by reading and rereading it. If you have been asked to write about a visual text like a film or piece of art, watch the film multiple times or view the painting from various angles and distances.

• What is the text about?
• What are the main ideas?
• What is puzzling about the text?
• What is the purpose of this text?
• Does the text accomplish its purpose? If not, why not? Is so, how so? [3] X Research source Don't: summarize the plot — you should already be familiar with it. Do: jot down thoughts that may guide your paper: Does he mean __? Does this connect to __?

• Your solution to the problem should help you to develop a focus for your essay, but keep in mind that you do not need to have a solid argument about your text at this point. As you continue to think about the text, you will move closer to a focus and a thesis for your critical analysis essay. Don't: read the author's mind: Mary Shelley intended Frankenstein's monster to be more likable because... Do: phrase it as your own interpretation: Frankenstein's monster is more sympathetic than his creator, leading the reader to question who the true monster really is.

Conducting Research

• Books, articles from scholarly journals, magazine articles, newspaper articles, and trustworthy websites are some sources that you might consider using.
• Use your library’s databases rather than a general internet search. University libraries subscribe to many databases. These databases provide you with free access to articles and other resources that you cannot usually gain access to by using a search engine.

• The author and his or her credentials. Choose sources that include an author’s name and that provide credentials for that author. The credentials should indicate something about why this person is qualified to speak as an authority on the subject. For example, an article about a medical condition will be more trustworthy if the author is a medical doctor. If you find a source where no author is listed or the author does not have any credentials, then this source may not be trustworthy. [5] X Research source
• Citations. Think about whether or not this author has adequately researched the topic. Check the author’s bibliography or works cited page. If the author has provided few or no sources, then this source may not be trustworthy. [6] X Research source
• Bias. Think about whether or not this author has presented an objective, well-reasoned account of the topic. How often does the tone indicate a strong preference for one side of the argument? How often does the argument dismiss or disregard the opposition’s concerns or valid arguments? If these are regular occurrences in the source, then it may not be a good choice. [7] X Research source (Note, however, that literary criticism often presents a very strong preference for one reading; this is not usually considered "bias" because the field of literary study is inherently subjective.) Don't: dismiss an author for favoring one point of view. Do: engage critically with their argument and make use of well-supported claims.
• Publication date. Think about whether or not this source presents the most up to date information on the subject. Noting the publication date is especially important for scientific subjects, since new technologies and techniques have made some earlier findings irrelevant. [8] X Research source
• Information provided in the source. If you are still questioning the trustworthiness of this source, cross check some of the information provided against a trustworthy source. If the information that this author presents contradicts one of your trustworthy sources, then it might not be a good source to use in your paper. [9] X Research source

• Clearly indicate when you have quoted a source word for word by putting it into quotation marks and including information about the source such as the author’s name, article or book title, and page number. Don't: highlight a phrase just because it sounds significant or meaningful. Do: highlight phrases that support or undermine your arguments.

Writing Your Essay

• Make sure your thesis provides enough detail. In other words, avoid simply saying that something is "good" or "effective" and say what specifically makes it "good" or "effective." [12] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source
• Place your thesis statement at the end of your first paragraph unless your instructor tells you to place it elsewhere. The end of the first paragraph is the traditional place to provide your thesis in an academic essay.
• For example, here is a multi-sentence thesis statement about the effectiveness and purpose of the movie Mad Max: Fury Road : "Many action films follow the same traditional pattern: a male action hero (usually white and attractive) follows his gut and barks orders at others, who must follow him or die. Mad Max: Fury Road is effective because it turns this pattern on its head. Instead of following the expected progression, the movie offers an action movie with multiple heroes, many of whom are women, thereby effectively challenging patriarchal standards in the Hollywood summer blockbuster." Don't: include obvious facts ( Mad Max was directed by George Miller ) or subjective opinions ( Mad Max is the greatest movie of 2015 ). [13] X Trustworthy Source University of North Carolina Writing Center UNC's on-campus and online instructional service that provides assistance to students, faculty, and others during the writing process Go to source Do: present an argument that you can back up with evidence.

• You may want to use a formal outline structure that uses Roman numerals, Arabic numerals, and letters. Or, you may want to use an informal "mind-map" type of outline, which allows you to gather your ideas before you have a complete idea of how they progress.

• Other good techniques to open an essay include using a specific, evocative detail that links to your larger idea, asking a question that your essay will answer, or providing a compelling statistic.

• If you are writing about a book, provide the name of the work, the author, and a brief summary of the plot.
• If you are writing about a film, provide a brief synopsis.
• If you are writing about a painting or other still image, provide a brief description for your readers.
• Keep in mind that your background information in the first paragraph should lead up to your thesis statement. Explain everything the reader needs to know to understand what your topic is about, then narrow it down until you reach the topic itself.

• Provide a claim at the beginning of the paragraph.
• Support your claim with at least one example from your primary source(s).
• Support your claim with at least one example from your secondary sources.

• Summarize and review your main ideas about the text.
• Explain how the topic affects the reader.
• Explain how your narrow topic applies to a broader theme or observation.
• Call the reader to action or further exploration on the topic.
• Present new questions that your essay introduced. Don't: repeat the same points you made earlier in the essay. Do: refer back to earlier points and connect them into a single argument.

Revising Your Essay

• It is important to begin writing a paper far enough ahead of time to allow yourself a few days or even a week to revise before it is due. If you do not allow yourself this extra time, you will be more prone to making simple mistakes and your grade may suffer as a result. [16] X Research source

• What is your main point? How might you clarify your main point?
• Who is your audience? Have you considered their needs and expectations?
• What is your purpose? Have you accomplished your purpose with this paper?
• How effective is your evidence? How might your strengthen your evidence?
• Does every part of your paper relate back to your thesis? How might you enhance these connections?
• Is anything confusing about your language or organization? How might your clarify your language or organization?
• Have you made any errors with grammar, punctuation, or spelling? How can you correct these errors?
• What might someone who disagrees with you say about your paper? How can you address these opposing arguments in your paper? [17] X Research source

• If you are submitting your paper online or through email, check with your teacher or professor to find out what format s/he prefers. If you have used any textual formatting in your paper, you may wish to save it as a PDF file to preserve your formatting.

Sample Essays

Community Q&A

• Ask a friend, family member or other acquaintance to proofread and make constructive comments on your paper. Professional writers go through several drafts of their work and you should expect to do the same. Thanks Helpful 9 Not Helpful 0
• It is often easier to write a rough introduction and proceed with the rest of the paper before returning to revise the introduction. If you're feeling lost on how to introduce your paper, write a placeholder introduction. Thanks Helpful 8 Not Helpful 1
• Write in your own voice. It is better to correctly use the words you know than to misuse the words you do not know in an attempt to sound scholarly. Thanks Helpful 6 Not Helpful 1

• Make sure to cite all of your research including quotations, statistics and theoretical concepts as accurately as possible. When in doubt, err on the side of citing more rather than less, since failing to cite your research can result in a charge of plagiarism. Thanks Helpful 6 Not Helpful 2
• Papers written at the last minute suffer from logic gaps and poor grammar. Remember that your teacher has read hundreds, if not thousands of student papers, and as such, can tell when you've written a paper at the last minute. Thanks Helpful 6 Not Helpful 2

You Might Also Like

• ↑ https://uwc.ucla.edu/wp-content/uploads/2016/01/UWC_handouts_readingessayprompts.pdf
• ↑ http://www.sussex.ac.uk/s3/?id=122
• ↑ http://www2.southeastern.edu/Academics/Faculty/elejeune/critique.htm
• ↑ https://guides.lib.uw.edu/research/faq/reliable
• ↑ https://owl.english.purdue.edu/owl/resource/553/03/
• ↑ https://owl.english.purdue.edu/owl/resource/673/1/
• ↑ http://writingcenter.unc.edu/handouts/thesis-statements/
• ↑ https://www.irsc.edu/students/academicsupportcenter/researchpaper/researchpaper.aspx?id=4294967433
• ↑ https://owl.english.purdue.edu/engagement/2/2/58/
• ↑ https://owl.english.purdue.edu/owl/resource/561/05/

About This Article

To write a critical essay, develop a thesis that expresses your essay's main focus and states an arguable claim. Next, write an introduction that gives a basic overview of your paper and introduces your thesis. Then, create paragraphs that discuss your specific ideas, focusing on one main idea per paragraph. Be sure to start each paragraph with a claim and use examples from primary and secondary sources to support that claim. Finally, create a conclusion that summarizes your main points. For tips on outlining and revising your paper, read on! Did this summary help you? Yes No

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What Is a Critical Analysis Essay: Definition

Have you ever had to read a book or watch a movie for school and then write an essay about it? Well, a critical analysis essay is a type of essay where you do just that! So, when wondering what is a critical analysis essay, know that it's a fancy way of saying that you're going to take a closer look at something and analyze it.

So, let's say you're assigned to read a novel for your literature class. A critical analysis essay would require you to examine the characters, plot, themes, and writing style of the book. You would need to evaluate its strengths and weaknesses and provide your own thoughts and opinions on the text.

Similarly, if you're tasked with writing a critical analysis essay on a scientific article, you would need to analyze the methodology, results, and conclusions presented in the article and evaluate its significance and potential impact on the field.

The key to a successful critical analysis essay is to approach the subject matter with an open mind and a willingness to engage with it on a deeper level. By doing so, you can gain a greater appreciation and understanding of the subject matter and develop your own informed opinions and perspectives. Considering this, we bet you want to learn how to write critical analysis essay easily and efficiently, so keep on reading to find out more!

Meanwhile, if you'd rather have your own sample critical analysis essay crafted by professionals from our custom writings , contact us to buy essays online .

Need a CRITICAL ANALYSIS Essay Written?

Simply pick a topic, send us your requirements and choose a writer. That’s all we need to write you an original paper.

Critical Analysis Essay Topics by Category

If you're looking for an interesting and thought-provoking topic for your critical analysis essay, you've come to the right place! Critical analysis essays can cover many subjects and topics, with endless possibilities. To help you get started, we've compiled a list of critical analysis essay topics by category. We've got you covered whether you're interested in literature, science, social issues, or something else. So, grab a notebook and pen, and get ready to dive deep into your chosen topic. In the following sections, we will provide you with various good critical analysis paper topics to choose from, each with its unique angle and approach.

Critical Analysis Essay Topics on Mass Media

From television and radio to social media and advertising, mass media is everywhere, shaping our perceptions of the world around us. As a result, it's no surprise that critical analysis essays on mass media are a popular choice for students and scholars alike. To help you get started, here are ten critical essay example topics on mass media:

• The Influence of Viral Memes on Pop Culture: An In-Depth Analysis.
• The Portrayal of Mental Health in Television: Examining Stigmatization and Advocacy.
• The Power of Satirical News Shows: Analyzing the Impact of Political Commentary.
• Mass Media and Consumer Behavior: Investigating Advertising and Persuasion Techniques.
• The Ethics of Deepfake Technology: Implications for Trust and Authenticity in Media.
• Media Framing and Public Perception: A Critical Analysis of News Coverage.
• The Role of Social Media in Shaping Political Discourse and Activism.
• Fake News in the Digital Age: Identifying Disinformation and Its Effects.
• The Representation of Gender and Diversity in Hollywood Films: A Critical Examination.
• Media Ownership and Its Impact on Journalism and News Reporting: A Comprehensive Study.

Critical Analysis Essay Topics on Sports

Sports are a ubiquitous aspect of our culture, and they have the power to unite and inspire people from all walks of life. Whether you're an athlete, a fan, or just someone who appreciates the beauty of competition, there's no denying the significance of sports in our society. If you're looking for an engaging and thought-provoking topic for your critical analysis essay, sports offer a wealth of possibilities:

• The Role of Sports in Diplomacy: Examining International Relations Through Athletic Events.
• Sports and Identity: How Athletic Success Shapes National and Cultural Pride.
• The Business of Sports: Analyzing the Economics and Commercialization of Athletics.
• Athlete Activism: Exploring the Impact of Athletes' Social and Political Engagement.
• Sports Fandom and Online Communities: The Impact of Social Media on Fan Engagement.
• The Representation of Athletes in the Media: Gender, Race, and Stereotypes.
• The Psychology of Sports: Exploring Mental Toughness, Motivation, and Peak Performance.
• The Evolution of Sports Equipment and Technology: From Innovation to Regulation.
• The Legacy of Sports Legends: Analyzing Their Impact Beyond Athletic Achievement.
• Sports and Social Change: How Athletic Movements Shape Societal Attitudes and Policies.

Critical Analysis Essay Topics on Literature and Arts

Literature and arts can inspire, challenge, and transform our perceptions of the world around us. From classic novels to contemporary art, the realm of literature and arts offers many possibilities for critical analysis essays. Here are ten original critic essay example topics on literature and arts:

• The Use of Symbolism in Contemporary Poetry: Analyzing Hidden Meanings and Significance.
• The Intersection of Art and Identity: How Self-Expression Shapes Artists' Works.
• The Role of Nonlinear Narrative in Postmodern Novels: Techniques and Interpretation.
• The Influence of Jazz on African American Literature: A Comparative Study.
• The Complexity of Visual Storytelling: Graphic Novels and Their Narrative Power.
• The Art of Literary Translation: Challenges, Impact, and Interpretation.
• The Evolution of Music Videos: From Promotional Tools to a Unique Art Form.
• The Literary Techniques of Magical Realism: Exploring Reality and Fantasy.
• The Impact of Visual Arts in Advertising: Analyzing the Connection Between Art and Commerce.
• Art in Times of Crisis: How Artists Respond to Societal and Political Challenges.

Critical Analysis Essay Topics on Culture

Culture is a dynamic and multifaceted aspect of our society, encompassing everything from language and religion to art and music. As a result, there are countless possibilities for critical analysis essays on culture. Whether you're interested in exploring the complexities of globalization or delving into the nuances of cultural identity, there's a wealth of topics to choose from:

• The Influence of K-Pop on Global Youth Culture: A Comparative Study.
• Cultural Significance of Street Art in Urban Spaces: Beyond Vandalism.
• The Role of Mythology in Shaping Indigenous Cultures and Belief Systems.
• Nollywood: Analyzing the Cultural Impact of Nigerian Cinema on the African Diaspora.
• The Language of Hip-Hop Lyrics: A Semiotic Analysis of Cultural Expression.
• Digital Nomads and Cultural Adaptation: Examining the Subculture of Remote Work.
• The Cultural Significance of Tattooing Among Indigenous Tribes in Oceania.
• The Art of Culinary Fusion: Analyzing Cross-Cultural Food Trends and Innovation.
• The Impact of Cultural Festivals on Local Identity and Economy.
• The Influence of Internet Memes on Language and Cultural Evolution.

How to Write a Critical Analysis: Easy Steps

When wondering how to write a critical analysis essay, remember that it can be a challenging but rewarding process. Crafting a critical analysis example requires a careful and thoughtful examination of a text or artwork to assess its strengths and weaknesses and broader implications. The key to success is to approach the task in a systematic and organized manner, breaking it down into two distinct steps: critical reading and critical writing. Here are some tips for each step of the process to help you write a critical essay.

Step 1: Critical Reading

Here are some tips for critical reading that can help you with your critical analysis paper:

• Read actively : Don't just read the text passively, but actively engage with it by highlighting or underlining important points, taking notes, and asking questions.
• Identify the author's main argument: Figure out what the author is trying to say and what evidence they use to support their argument.
• Evaluate the evidence: Determine whether the evidence is reliable, relevant, and sufficient to support the author's argument.
• Analyze the author's tone and style: Consider the author's tone and style and how it affects the reader's interpretation of the text.
• Identify assumptions: Identify any underlying assumptions the author makes and consider whether they are valid or questionable.
• Consider alternative perspectives: Consider alternative perspectives or interpretations of the text and consider how they might affect the author's argument.
• Assess the author's credibility : Evaluate the author's credibility by considering their expertise, biases, and motivations.
• Consider the context: Consider the historical, social, cultural, and political context in which the text was written and how it affects its meaning.
• Pay attention to language: Pay attention to the author's language, including metaphors, symbolism, and other literary devices.
• Synthesize your analysis: Use your analysis of the text to develop a well-supported argument in your critical analysis essay.

Step 2: Critical Analysis Writing

Here are some tips for critical analysis writing, with examples:

• Start with a strong thesis statement: A strong critical analysis thesis is the foundation of any critical analysis essay. It should clearly state your argument or interpretation of the text. You can also consult us on how to write a thesis statement . Meanwhile, here is a clear example:
• Weak thesis statement: 'The author of this article is wrong.'
• Strong thesis statement: 'In this article, the author's argument fails to consider the socio-economic factors that contributed to the issue, rendering their analysis incomplete.'
• Use evidence to support your argument: Use evidence from the text to support your thesis statement, and make sure to explain how the evidence supports your argument. For example:
• Weak argument: 'The author of this article is biased.'
• Strong argument: 'The author's use of emotional language and selective evidence suggests a bias towards one particular viewpoint, as they fail to consider counterarguments and present a balanced analysis.'
• Analyze the evidence : Analyze the evidence you use by considering its relevance, reliability, and sufficiency. For example:
• Weak analysis: 'The author mentions statistics in their argument.'
• Strong analysis: 'The author uses statistics to support their argument, but it is important to note that these statistics are outdated and do not take into account recent developments in the field.'
• Use quotes and paraphrases effectively: Use quotes and paraphrases to support your argument and properly cite your sources. For example:
• Weak use of quotes: 'The author said, 'This is important.'
• Strong use of quotes: 'As the author points out, 'This issue is of utmost importance in shaping our understanding of the problem' (p. 25).'
• Use clear and concise language: Use clear and concise language to make your argument easy to understand, and avoid jargon or overly complicated language. For example:
• Weak language: 'The author's rhetorical devices obfuscate the issue.'
• Strong language: 'The author's use of rhetorical devices such as metaphor and hyperbole obscures the key issues at play.'
• Address counterarguments: Address potential counterarguments to your argument and explain why your interpretation is more convincing. For example:
• Weak argument: 'The author is wrong because they did not consider X.'
• Strong argument: 'While the author's analysis is thorough, it overlooks the role of X in shaping the issue. However, by considering this factor, a more nuanced understanding of the problem emerges.'
• Consider the audience: Consider your audience during your writing process. Your language and tone should be appropriate for your audience and should reflect the level of knowledge they have about the topic. For example:
• Weak language: 'As any knowledgeable reader can see, the author's argument is flawed.'
• Strong language: 'Through a critical analysis of the author's argument, it becomes clear that there are gaps in their analysis that require further consideration.'

Master the art of critical analysis with EssayPro . Our team is ready to guide you in dissecting texts, theories, or artworks with depth and sophistication. Let us help you deliver a critical analysis essay that showcases your analytical prowess.

Creating a Detailed Critical Analysis Essay Outline

Creating a detailed outline is essential when writing a critical analysis essay. It helps you organize your thoughts and arguments, ensuring your essay flows logically and coherently. Here is a detailed critical analysis outline from our dissertation writers :

I. Introduction

A. Background information about the text and its author

B. Brief summary of the text

C. Thesis statement that clearly states your argument

II. Analysis of the Text

A. Overview of the text's main themes and ideas

B. Examination of the author's writing style and techniques

C. Analysis of the text's structure and organization

III. Evaluation of the Text

A. Evaluation of the author's argument and evidence

B. Analysis of the author's use of language and rhetorical strategies

C. Assessment of the text's effectiveness and relevance to the topic

IV. Discussion of the Context

A. Exploration of the historical, cultural, and social context of the text

B. Examination of the text's influence on its audience and society

C. Analysis of the text's significance and relevance to the present day

V. Counter Arguments and Responses

A. Identification of potential counterarguments to your argument

B. Refutation of counterarguments and defense of your position

C. Acknowledgement of the limitations and weaknesses of your argument

VI. Conclusion

A. Recap of your argument and main points

B. Evaluation of the text's significance and relevance

C. Final thoughts and recommendations for further research or analysis.

This outline can be adjusted to fit the specific requirements of your essay. Still, it should give you a solid foundation for creating a detailed and well-organized critical analysis essay.

Useful Techniques Used in Literary Criticism

There are several techniques used in literary criticism to analyze and evaluate a work of literature. Here are some of the most common techniques:

• Close reading: This technique involves carefully analyzing a text to identify its literary devices, themes, and meanings.
• Historical and cultural context: This technique involves examining the historical and cultural context of a work of literature to understand the social, political, and cultural influences that shaped it.
• Structural analysis: This technique involves analyzing the structure of a text, including its plot, characters, and narrative techniques, to identify patterns and themes.
• Formalism: This technique focuses on the literary elements of a text, such as its language, imagery, and symbolism, to analyze its meaning and significance.
• Psychological analysis: This technique examines the psychological and emotional aspects of a text, including the motivations and desires of its characters, to understand the deeper meanings and themes.
• Feminist and gender analysis: This technique focuses on the representation of gender and sexuality in a text, including how gender roles and stereotypes are reinforced or challenged.
• Marxist and social analysis: This technique examines the social and economic structures portrayed in a text, including issues of class, power, and inequality.

By using these and other techniques, literary critics can offer insightful and nuanced analyses of works of literature, helping readers to understand and appreciate the complexity and richness of the texts.

Sample Critical Analysis Essay

Now that you know how to write a critical analysis, take a look at the critical analysis essay sample provided by our research paper writers and better understand this kind of paper!

Final Words

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• How to write an argumentative essay | Examples & tips

How to Write an Argumentative Essay | Examples & Tips

Published on July 24, 2020 by Jack Caulfield . Revised on July 23, 2023.

An argumentative essay expresses an extended argument for a particular thesis statement . The author takes a clearly defined stance on their subject and builds up an evidence-based case for it.

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Table of contents

When do you write an argumentative essay, approaches to argumentative essays, introducing your argument, the body: developing your argument, concluding your argument, other interesting articles, frequently asked questions about argumentative essays.

You might be assigned an argumentative essay as a writing exercise in high school or in a composition class. The prompt will often ask you to argue for one of two positions, and may include terms like “argue” or “argument.” It will frequently take the form of a question.

The prompt may also be more open-ended in terms of the possible arguments you could make.

Argumentative writing at college level

At university, the vast majority of essays or papers you write will involve some form of argumentation. For example, both rhetorical analysis and literary analysis essays involve making arguments about texts.

In this context, you won’t necessarily be told to write an argumentative essay—but making an evidence-based argument is an essential goal of most academic writing, and this should be your default approach unless you’re told otherwise.

Examples of argumentative essay prompts

At a university level, all the prompts below imply an argumentative essay as the appropriate response.

Your research should lead you to develop a specific position on the topic. The essay then argues for that position and aims to convince the reader by presenting your evidence, evaluation and analysis.

• Don’t just list all the effects you can think of.
• Do develop a focused argument about the overall effect and why it matters, backed up by evidence from sources.
• Don’t just provide a selection of data on the measures’ effectiveness.
• Do build up your own argument about which kinds of measures have been most or least effective, and why.
• Don’t just analyze a random selection of doppelgänger characters.
• Do form an argument about specific texts, comparing and contrasting how they express their thematic concerns through doppelgänger characters.

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An argumentative essay should be objective in its approach; your arguments should rely on logic and evidence, not on exaggeration or appeals to emotion.

There are many possible approaches to argumentative essays, but there are two common models that can help you start outlining your arguments: The Toulmin model and the Rogerian model.

Toulmin arguments

The Toulmin model consists of four steps, which may be repeated as many times as necessary for the argument:

• Make a claim
• Provide the grounds (evidence) for the claim
• Explain the warrant (how the grounds support the claim)
• Discuss possible rebuttals to the claim, identifying the limits of the argument and showing that you have considered alternative perspectives

The Toulmin model is a common approach in academic essays. You don’t have to use these specific terms (grounds, warrants, rebuttals), but establishing a clear connection between your claims and the evidence supporting them is crucial in an argumentative essay.

Say you’re making an argument about the effectiveness of workplace anti-discrimination measures. You might:

• Claim that unconscious bias training does not have the desired results, and resources would be better spent on other approaches
• Cite data to support your claim
• Explain how the data indicates that the method is ineffective
• Anticipate objections to your claim based on other data, indicating whether these objections are valid, and if not, why not.

Rogerian arguments

The Rogerian model also consists of four steps you might repeat throughout your essay:

• Discuss what the opposing position gets right and why people might hold this position
• Highlight the problems with this position
• Present your own position , showing how it addresses these problems
• Suggest a possible compromise —what elements of your position would proponents of the opposing position benefit from adopting?

This model builds up a clear picture of both sides of an argument and seeks a compromise. It is particularly useful when people tend to disagree strongly on the issue discussed, allowing you to approach opposing arguments in good faith.

Say you want to argue that the internet has had a positive impact on education. You might:

• Acknowledge that students rely too much on websites like Wikipedia
• Argue that teachers view Wikipedia as more unreliable than it really is
• Suggest that Wikipedia’s system of citations can actually teach students about referencing
• Suggest critical engagement with Wikipedia as a possible assignment for teachers who are skeptical of its usefulness.

You don’t necessarily have to pick one of these models—you may even use elements of both in different parts of your essay—but it’s worth considering them if you struggle to structure your arguments.

Regardless of which approach you take, your essay should always be structured using an introduction , a body , and a conclusion .

Like other academic essays, an argumentative essay begins with an introduction . The introduction serves to capture the reader’s interest, provide background information, present your thesis statement , and (in longer essays) to summarize the structure of the body.

Hover over different parts of the example below to see how a typical introduction works.

The spread of the internet has had a world-changing effect, not least on the world of education. The use of the internet in academic contexts is on the rise, and its role in learning is hotly debated. For many teachers who did not grow up with this technology, its effects seem alarming and potentially harmful. This concern, while understandable, is misguided. The negatives of internet use are outweighed by its critical benefits for students and educators—as a uniquely comprehensive and accessible information source; a means of exposure to and engagement with different perspectives; and a highly flexible learning environment.

The body of an argumentative essay is where you develop your arguments in detail. Here you’ll present evidence, analysis, and reasoning to convince the reader that your thesis statement is true.

In the standard five-paragraph format for short essays, the body takes up three of your five paragraphs. In longer essays, it will be more paragraphs, and might be divided into sections with headings.

Each paragraph covers its own topic, introduced with a topic sentence . Each of these topics must contribute to your overall argument; don’t include irrelevant information.

This example paragraph takes a Rogerian approach: It first acknowledges the merits of the opposing position and then highlights problems with that position.

Hover over different parts of the example to see how a body paragraph is constructed.

A common frustration for teachers is students’ use of Wikipedia as a source in their writing. Its prevalence among students is not exaggerated; a survey found that the vast majority of the students surveyed used Wikipedia (Head & Eisenberg, 2010). An article in The Guardian stresses a common objection to its use: “a reliance on Wikipedia can discourage students from engaging with genuine academic writing” (Coomer, 2013). Teachers are clearly not mistaken in viewing Wikipedia usage as ubiquitous among their students; but the claim that it discourages engagement with academic sources requires further investigation. This point is treated as self-evident by many teachers, but Wikipedia itself explicitly encourages students to look into other sources. Its articles often provide references to academic publications and include warning notes where citations are missing; the site’s own guidelines for research make clear that it should be used as a starting point, emphasizing that users should always “read the references and check whether they really do support what the article says” (“Wikipedia:Researching with Wikipedia,” 2020). Indeed, for many students, Wikipedia is their first encounter with the concepts of citation and referencing. The use of Wikipedia therefore has a positive side that merits deeper consideration than it often receives.

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An argumentative essay ends with a conclusion that summarizes and reflects on the arguments made in the body.

No new arguments or evidence appear here, but in longer essays you may discuss the strengths and weaknesses of your argument and suggest topics for future research. In all conclusions, you should stress the relevance and importance of your argument.

Hover over the following example to see the typical elements of a conclusion.

The internet has had a major positive impact on the world of education; occasional pitfalls aside, its value is evident in numerous applications. The future of teaching lies in the possibilities the internet opens up for communication, research, and interactivity. As the popularity of distance learning shows, students value the flexibility and accessibility offered by digital education, and educators should fully embrace these advantages. The internet’s dangers, real and imaginary, have been documented exhaustively by skeptics, but the internet is here to stay; it is time to focus seriously on its potential for good.

If you want to know more about AI tools , college essays , or fallacies make sure to check out some of our other articles with explanations and examples or go directly to our tools!

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An argumentative essay tends to be a longer essay involving independent research, and aims to make an original argument about a topic. Its thesis statement makes a contentious claim that must be supported in an objective, evidence-based way.

An expository essay also aims to be objective, but it doesn’t have to make an original argument. Rather, it aims to explain something (e.g., a process or idea) in a clear, concise way. Expository essays are often shorter assignments and rely less on research.

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The majority of the essays written at university are some sort of argumentative essay . Unless otherwise specified, you can assume that the goal of any essay you’re asked to write is argumentative: To convince the reader of your position using evidence and reasoning.

In composition classes you might be given assignments that specifically test your ability to write an argumentative essay. Look out for prompts including instructions like “argue,” “assess,” or “discuss” to see if this is the goal.

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Book Reviews

What this handout is about.

This handout will help you write a book review, a report or essay that offers a critical perspective on a text. It offers a process and suggests some strategies for writing book reviews.

What is a review?

A review is a critical evaluation of a text, event, object, or phenomenon. Reviews can consider books, articles, entire genres or fields of literature, architecture, art, fashion, restaurants, policies, exhibitions, performances, and many other forms. This handout will focus on book reviews. For a similar assignment, see our handout on literature reviews .

Above all, a review makes an argument. The most important element of a review is that it is a commentary, not merely a summary. It allows you to enter into dialogue and discussion with the work’s creator and with other audiences. You can offer agreement or disagreement and identify where you find the work exemplary or deficient in its knowledge, judgments, or organization. You should clearly state your opinion of the work in question, and that statement will probably resemble other types of academic writing, with a thesis statement, supporting body paragraphs, and a conclusion.

Typically, reviews are brief. In newspapers and academic journals, they rarely exceed 1000 words, although you may encounter lengthier assignments and extended commentaries. In either case, reviews need to be succinct. While they vary in tone, subject, and style, they share some common features:

• First, a review gives the reader a concise summary of the content. This includes a relevant description of the topic as well as its overall perspective, argument, or purpose.
• Second, and more importantly, a review offers a critical assessment of the content. This involves your reactions to the work under review: what strikes you as noteworthy, whether or not it was effective or persuasive, and how it enhanced your understanding of the issues at hand.
• Finally, in addition to analyzing the work, a review often suggests whether or not the audience would appreciate it.

Becoming an expert reviewer: three short examples

Reviewing can be a daunting task. Someone has asked for your opinion about something that you may feel unqualified to evaluate. Who are you to criticize Toni Morrison’s new book if you’ve never written a novel yourself, much less won a Nobel Prize? The point is that someone—a professor, a journal editor, peers in a study group—wants to know what you think about a particular work. You may not be (or feel like) an expert, but you need to pretend to be one for your particular audience. Nobody expects you to be the intellectual equal of the work’s creator, but your careful observations can provide you with the raw material to make reasoned judgments. Tactfully voicing agreement and disagreement, praise and criticism, is a valuable, challenging skill, and like many forms of writing, reviews require you to provide concrete evidence for your assertions.

Consider the following brief book review written for a history course on medieval Europe by a student who is fascinated with beer:

Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600, investigates how women used to brew and sell the majority of ale drunk in England. Historically, ale and beer (not milk, wine, or water) were important elements of the English diet. Ale brewing was low-skill and low status labor that was complimentary to women’s domestic responsibilities. In the early fifteenth century, brewers began to make ale with hops, and they called this new drink “beer.” This technique allowed brewers to produce their beverages at a lower cost and to sell it more easily, although women generally stopped brewing once the business became more profitable.

The student describes the subject of the book and provides an accurate summary of its contents. But the reader does not learn some key information expected from a review: the author’s argument, the student’s appraisal of the book and its argument, and whether or not the student would recommend the book. As a critical assessment, a book review should focus on opinions, not facts and details. Summary should be kept to a minimum, and specific details should serve to illustrate arguments.

Now consider a review of the same book written by a slightly more opinionated student:

Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600 was a colossal disappointment. I wanted to know about the rituals surrounding drinking in medieval England: the songs, the games, the parties. Bennett provided none of that information. I liked how the book showed ale and beer brewing as an economic activity, but the reader gets lost in the details of prices and wages. I was more interested in the private lives of the women brewsters. The book was divided into eight long chapters, and I can’t imagine why anyone would ever want to read it.

There’s no shortage of judgments in this review! But the student does not display a working knowledge of the book’s argument. The reader has a sense of what the student expected of the book, but no sense of what the author herself set out to prove. Although the student gives several reasons for the negative review, those examples do not clearly relate to each other as part of an overall evaluation—in other words, in support of a specific thesis. This review is indeed an assessment, but not a critical one.

Here is one final review of the same book:

One of feminism’s paradoxes—one that challenges many of its optimistic histories—is how patriarchy remains persistent over time. While Judith Bennett’s Ale, Beer, and Brewsters in England: Women’s Work in a Changing World, 1300-1600 recognizes medieval women as historical actors through their ale brewing, it also shows that female agency had its limits with the advent of beer. I had assumed that those limits were religious and political, but Bennett shows how a “patriarchal equilibrium” shut women out of economic life as well. Her analysis of women’s wages in ale and beer production proves that a change in women’s work does not equate to a change in working women’s status. Contemporary feminists and historians alike should read Bennett’s book and think twice when they crack open their next brewsky.

This student’s review avoids the problems of the previous two examples. It combines balanced opinion and concrete example, a critical assessment based on an explicitly stated rationale, and a recommendation to a potential audience. The reader gets a sense of what the book’s author intended to demonstrate. Moreover, the student refers to an argument about feminist history in general that places the book in a specific genre and that reaches out to a general audience. The example of analyzing wages illustrates an argument, the analysis engages significant intellectual debates, and the reasons for the overall positive review are plainly visible. The review offers criteria, opinions, and support with which the reader can agree or disagree.

Developing an assessment: before you write

There is no definitive method to writing a review, although some critical thinking about the work at hand is necessary before you actually begin writing. Thus, writing a review is a two-step process: developing an argument about the work under consideration, and making that argument as you write an organized and well-supported draft. See our handout on argument .

What follows is a series of questions to focus your thinking as you dig into the work at hand. While the questions specifically consider book reviews, you can easily transpose them to an analysis of performances, exhibitions, and other review subjects. Don’t feel obligated to address each of the questions; some will be more relevant than others to the book in question.

• What is the thesis—or main argument—of the book? If the author wanted you to get one idea from the book, what would it be? How does it compare or contrast to the world you know? What has the book accomplished?
• What exactly is the subject or topic of the book? Does the author cover the subject adequately? Does the author cover all aspects of the subject in a balanced fashion? What is the approach to the subject (topical, analytical, chronological, descriptive)?
• How does the author support their argument? What evidence do they use to prove their point? Do you find that evidence convincing? Why or why not? Does any of the author’s information (or conclusions) conflict with other books you’ve read, courses you’ve taken or just previous assumptions you had of the subject?
• How does the author structure their argument? What are the parts that make up the whole? Does the argument make sense? Does it persuade you? Why or why not?
• How has this book helped you understand the subject? Would you recommend the book to your reader?

Beyond the internal workings of the book, you may also consider some information about the author and the circumstances of the text’s production:

• Who is the author? Nationality, political persuasion, training, intellectual interests, personal history, and historical context may provide crucial details about how a work takes shape. Does it matter, for example, that the biographer was the subject’s best friend? What difference would it make if the author participated in the events they write about?
• What is the book’s genre? Out of what field does it emerge? Does it conform to or depart from the conventions of its genre? These questions can provide a historical or literary standard on which to base your evaluations. If you are reviewing the first book ever written on the subject, it will be important for your readers to know. Keep in mind, though, that naming “firsts”—alongside naming “bests” and “onlys”—can be a risky business unless you’re absolutely certain.

Writing the review

Once you have made your observations and assessments of the work under review, carefully survey your notes and attempt to unify your impressions into a statement that will describe the purpose or thesis of your review. Check out our handout on thesis statements . Then, outline the arguments that support your thesis.

Your arguments should develop the thesis in a logical manner. That logic, unlike more standard academic writing, may initially emphasize the author’s argument while you develop your own in the course of the review. The relative emphasis depends on the nature of the review: if readers may be more interested in the work itself, you may want to make the work and the author more prominent; if you want the review to be about your perspective and opinions, then you may structure the review to privilege your observations over (but never separate from) those of the work under review. What follows is just one of many ways to organize a review.

Introduction

Since most reviews are brief, many writers begin with a catchy quip or anecdote that succinctly delivers their argument. But you can introduce your review differently depending on the argument and audience. The Writing Center’s handout on introductions can help you find an approach that works. In general, you should include:

• The name of the author and the book title and the main theme.
• Relevant details about who the author is and where they stand in the genre or field of inquiry. You could also link the title to the subject to show how the title explains the subject matter.
• The context of the book and/or your review. Placing your review in a framework that makes sense to your audience alerts readers to your “take” on the book. Perhaps you want to situate a book about the Cuban revolution in the context of Cold War rivalries between the United States and the Soviet Union. Another reviewer might want to consider the book in the framework of Latin American social movements. Your choice of context informs your argument.
• The thesis of the book. If you are reviewing fiction, this may be difficult since novels, plays, and short stories rarely have explicit arguments. But identifying the book’s particular novelty, angle, or originality allows you to show what specific contribution the piece is trying to make.
• Your thesis about the book.

Summary of content

This should be brief, as analysis takes priority. In the course of making your assessment, you’ll hopefully be backing up your assertions with concrete evidence from the book, so some summary will be dispersed throughout other parts of the review.

The necessary amount of summary also depends on your audience. Graduate students, beware! If you are writing book reviews for colleagues—to prepare for comprehensive exams, for example—you may want to devote more attention to summarizing the book’s contents. If, on the other hand, your audience has already read the book—such as a class assignment on the same work—you may have more liberty to explore more subtle points and to emphasize your own argument. See our handout on summary for more tips.

Analysis and evaluation of the book

Your analysis and evaluation should be organized into paragraphs that deal with single aspects of your argument. This arrangement can be challenging when your purpose is to consider the book as a whole, but it can help you differentiate elements of your criticism and pair assertions with evidence more clearly. You do not necessarily need to work chronologically through the book as you discuss it. Given the argument you want to make, you can organize your paragraphs more usefully by themes, methods, or other elements of the book. If you find it useful to include comparisons to other books, keep them brief so that the book under review remains in the spotlight. Avoid excessive quotation and give a specific page reference in parentheses when you do quote. Remember that you can state many of the author’s points in your own words.

Sum up or restate your thesis or make the final judgment regarding the book. You should not introduce new evidence for your argument in the conclusion. You can, however, introduce new ideas that go beyond the book if they extend the logic of your own thesis. This paragraph needs to balance the book’s strengths and weaknesses in order to unify your evaluation. Did the body of your review have three negative paragraphs and one favorable one? What do they all add up to? The Writing Center’s handout on conclusions can help you make a final assessment.

Finally, a few general considerations:

• Review the book in front of you, not the book you wish the author had written. You can and should point out shortcomings or failures, but don’t criticize the book for not being something it was never intended to be.
• With any luck, the author of the book worked hard to find the right words to express her ideas. You should attempt to do the same. Precise language allows you to control the tone of your review.
• Never hesitate to challenge an assumption, approach, or argument. Be sure, however, to cite specific examples to back up your assertions carefully.
• Try to present a balanced argument about the value of the book for its audience. You’re entitled—and sometimes obligated—to voice strong agreement or disagreement. But keep in mind that a bad book takes as long to write as a good one, and every author deserves fair treatment. Harsh judgments are difficult to prove and can give readers the sense that you were unfair in your assessment.
• A great place to learn about book reviews is to look at examples. The New York Times Sunday Book Review and The New York Review of Books can show you how professional writers review books.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Drewry, John. 1974. Writing Book Reviews. Boston: Greenwood Press.

Hoge, James. 1987. Literary Reviewing. Charlottesville: University Virginia of Press.

Sova, Dawn, and Harry Teitelbaum. 2002. How to Write Book Reports , 4th ed. Lawrenceville, NY: Thomson/Arco.

Walford, A.J. 1986. Reviews and Reviewing: A Guide. Phoenix: Oryx Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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How to Write a Perspective Essay?

Understanding the Importance of Perspective Essays

A perspective essay is a powerful tool that allows individuals to express their thoughts and opinions on a particular topic from their unique standpoint. Unlike other types of essays, a perspective essay requires a deep understanding of the subject matter and the ability to convey personal experiences, observations, and beliefs effectively. By sharing different perspectives, individuals contribute to a diverse and inclusive society where ideas are valued and respected.

Choosing a Compelling Topic

When selecting a topic for your perspective essay, it's important to choose something that you are passionate about and have a strong opinion on. Whether it's a social issue, political ideology, or personal experience, your topic should resonate with your audience and make them eager to read your insights. Research the chosen topic thoroughly to ensure you have a solid foundation of knowledge to build upon.

Gathering Evidence and Conducting Research

Before diving into writing your perspective essay, it's crucial to gather relevant evidence to support your claims and arguments. Conduct thorough research using credible sources such as books, scholarly articles, and reputable websites. Take notes, highlight important information, and carefully analyze different viewpoints to strengthen your own perspective.

Structuring Your Perspective Essay

The structure of a perspective essay is similar to other types of essays. It consists of an introduction, body paragraphs, and a conclusion. The introduction should grab the reader's attention and provide a brief overview of the topic and your stance. The body paragraphs, which are the core of your essay, should present your arguments, supporting evidence, and counterarguments. Finally, the conclusion should summarize your main points and leave the reader with a thought-provoking closing statement.

Writing with Clarity and Coherence

When writing your perspective essay, aim for clarity and coherence. Use clear, concise, and precise language to articulate your ideas. Structure your paragraphs logically, ensuring a smooth flow of thoughts. Support your arguments with relevant examples, anecdotes, or statistics to engage your audience and strengthen your position. Remember to acknowledge and address opposing viewpoints respectfully, demonstrating open-mindedness and critical thinking.

Formatting and Stylistic Considerations

While the content of your perspective essay is crucial, don't overlook the importance of formatting and style. Use appropriate heading tags, such as H2 or H3, for each section and subsection to improve readability and assist search engines in understanding the structure of your content. Enhance the visual appeal of your essay by using bullet points or numbered lists to break down complex information into digestible chunks. Incorporate relevant keywords naturally throughout the text to optimize your chances of ranking higher in search engine results.

Editing and Proofreading

Once you've completed your perspective essay, take the time to review, edit, and proofread it carefully. Pay attention to grammar, spelling, punctuation, and sentence structure. Ensure your ideas flow smoothly and coherently. Remove any unnecessary repetition or tangential information. Consider seeking feedback from peers, teachers, or online communities to gain valuable insights and improve the overall quality of your essay.

Example Perspective Essay: The Power of Empathy

The following is an example of a perspective essay on the power of empathy:

Empathy, the ability to understand and share the feelings of others, is a remarkable human trait that holds immense power. In a world filled with turmoil and division, empathy acts as a bridge, fostering understanding, compassion, and connection. It enables us to step into someone else's shoes, see the world through their eyes, and recognize their struggles and challenges.

When we embrace empathy, we break down barriers and cultivate a sense of unity. It allows us to transcend our personal biases and preconceptions, opening our minds to a multitude of perspectives. Empathy promotes inclusivity and acceptance, nurturing a society where diversity is celebrated and everyone feels valued.

One powerful aspect of empathy is its ability to spark positive change. By understanding the experiences of others, we become motivated to take action and address social injustices. Through empathy, we recognize the need for equality, justice, and human rights. It fuels our determination to create a better world for ourselves and future generations.

In conclusion, writing a perspective essay is an opportunity to express your thoughts, opinions, and experiences in a unique and compelling way. By following the steps outlined in this guide, you can confidently tackle the task of writing a perspective essay. Remember to choose a captivating topic, conduct thorough research, structure your essay effectively, and write with clarity and coherence. By sharing your perspectives, you contribute to the rich tapestry of ideas that shape our society.

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Your chance of acceptance, your chancing factors, extracurriculars, what is a perspective essay.

Hi everyone, I just came across a term 'perspective essay.' I haven't heard of this before, so can anyone give me a quick overview of what it is and how to write one? Thanks!

Hi there! A "perspective essay" refers to a type of paper that presents the writer's viewpoint or opinion on a specific topic as a form of personal reflection. The primary goal of a perspective essay is to show your unique perspective and establish a clear argument or position on the subject matter.

To write a perspective essay, follow these steps:

1. Choose a topic: Pick something you're passionate or knowledgeable about, as it makes for a more compelling read. Make sure the topic is not too broad, and it should be something that has room for debate or discussion.

2. Develop a thesis statement: This is the central point of your essay and should clearly state your perspective on the topic. Your thesis statement should be concise, well-defined, and easy to understand.

3. Organize your thoughts: Outline the structure of your essay before you start writing. This can help you ensure that your thoughts flow seamlessly from one point to the next and prevent you from drifting off-topic.

4. Write the introduction: Engage your readers by providing some context or background information about the topic. Then, present your thesis statement, which will act as the guideline for the rest of your paper.

5. Present your arguments: Use the body paragraphs to discuss your main points or arguments that support your thesis statement. Be sure to provide evidence by citing relevant sources, examples, or personal experiences to solidify your claims.

6. Address counterarguments: It's essential to offer a balanced perspective by considering opposing viewpoints. You can either dedicate a separate paragraph for counterarguments or address them throughout your body paragraphs. This allows you to demonstrate critical thinking and shows that your opinion is well-informed and well-reasoned.

7. Write the conclusion: Sum up your main points and restate your thesis in a different way. Leave your reader with a thought-provoking statement or question that encourages further discussion and reflection.

8. Revise and edit: Carefully review your essay for grammar, spelling, punctuation, and clarity. It's always helpful to have someone else proofread your work to identify any errors or areas that could be improved.

Remember that in a perspective essay, it's not about being right or wrong — it's about presenting your viewpoint effectively and persuasively. Good luck and happy writing!

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

Literary Theory and Criticism

Home › Eco Criticism › Ecocriticism: An Essay

Ecocriticism: An Essay

By NASRULLAH MAMBROL on November 27, 2016 • ( 3 )

Ecocriticism is the study of literature and environment from an interdisciplinary point of view where all sciences come together to analyze the environment and brainstorm possible solutions for the correction of the contemporary environmental situation. Ecocriticism was officially heralded by the publication of two seminal works, both published in the mid-1990s: The Ecocriticism Reader , edited by Cheryll Glotfelty and Harold Fromm , and The Environmental Imagination, by Lawrence Buell.

Ecocriticism investigates the relation between humans and the natural world in literature. It deals with how environmental issues, cultural issues concerning the environment and attitudes towards nature are presented and analyzed. One of the main goals in ecocriticism is to study how individuals in society behave and react in relation to nature and ecological aspects. This form of criticism has gained a lot of attention during recent years due to higher social emphasis on environmental destruction and increased technology. It is hence a fresh way of analyzing and interpreting literary texts, which brings new dimensions to the field of literary and theoritical studies. Ecocriticism is an intentionally broad approach that is known by a number of other designations, including “green (cultural) studies”, “ecopoetics”, and “environmental literary criticism.”

Western thought has often held a more or less utilitarian attitude to nature —nature is for serving human needs. However, after the eighteenth century, there emerged many voices that demanded a revaluation of the relationship between man and environment, and man’s view of nature. Arne Naess , a Norwegian philosopher, developed the notion of “Deep Ecology” which emphasizes the basic interconnectedness of all life forms and natural features, and presents a symbiotic and holistic world-view rather than an anthropocentric one.

Earlier theories in literary and cultural studies focussed on issue of class, race, gender, region are criteria and “subjects”of critical analysis. The late twentieth century has woken up to a new threat: ecological disaster. The most important environmental problems that humankind faces as a whole are: nuclear war, depletion of valuable natural resources, population explosion, proliferation of exploitative technologies, conquest of space preliminary to using it as a garbage dump, pollution, extinction of species (though not a human problem) among others. In such a context, literary and cultural theory has begun to address the issue as a part of academic discourse. Numerous green movements have sprung up all over the world, and some have even gained representations in the governments.

Large scale debates over “dumping,” North versus South environmentalism (the necessary differences between the en-vironmentalism of the developed and technologically advanced richer nations—the North, and the poorer, subsistence environmentalism of the developing or “Third World”—the South). Donald Worster ‘s Nature’s Economy (1977) became a textbook for the study of ecological thought down the ages. The historian Arnold Toynbee recorded the effect of human civilisation upon the land and nature in his monumental, Mankind and Mother Earth (1976). Environmental issues and landscape use were also the concern of the Annales School of historians , especially Braudel and Febvre. The work of environmental historians has been pathbreaking too. Rich-ard Grove et al’s massive Nature and the Orient (1998), David Arnold and Ramachandra Guha’s Nature, Culture, Imperialism (1995) have been significant work in the environmental history of India and Southeast Asia. Ramachandra Guha is of course the most important environmental historian writing from India today.

Various versions of environmentalism developed.Deep ecology and ecofeminism were two important developments. These new ideas questioned the notion of “development” and “modernity,” and argued that all Western notions in science, philosophy, politics were “anthropocentric” (human-centred) and “androcentric”(Man/male-centred). Technology, medical science with its animal testing, the cosmetic and fashion industry all came in for scrutiny from environmentalists. Deep ecology, for instance, stressed on a “biocentric” view (as seen in the name of the environmentalist group, “ Earth First! !”).

Ecocriticism is the result of this new consciousness: that very soon, there will be nothing beautiful (or safe) in nature to discourse about, unless we are very careful.

Ecocritics ask questions such as: (1) How is nature represented in the novel/poem/play ? (2) What role does the physical-geographical setting play in the structure of the novel? (3) How do our metaphors of the land influence the way we treat it? That is, what is the link between pedagogic or creative practice and actual political, sociocultural and ethical behaviour towards the land and other non-human life forms? (4) How is science —in the form of genetic engineering, technologies of reproduction, sexualities—open to critical scrutiny terms of the effects of science upon the land?

The essential assumptions, ideas and methods of ecocritics may be summed up as follows. (1) Ecocritics believe that human culture is related to the physical world. (2) Ecocriticism assumes that all life forms are interlinked. Ecocriticism expands the notion of “the world” to include the entire ecosphere. (3) Moreover, there is a definite link between nature and culture, where the literary treatment, representation and “thematisation” of land and nature influence actions on the land. (4) Joseph Meeker in an early work, The Comedy of Survival: Studies in Literary Ecology (1972) used the term “literary ecology” to refer to “the study of biological themes and relationships which appear in literary works. It is simultaneously an attempt to discover what roles have been played by literature in the ecology of the human species.” (5) William Rueckert is believed to have coined the term “ecocriticism” in 1978, which he defines as “the application of ecology and ecological concepts to the study of literature.”

Source: Literary Theory Today,Pramod K Nair

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Categories: Eco Criticism

Tags: Annales School , Arne Naess , Arnold Toynbee , Cheryll Glotfelty , Deep Ecology , Earth First! , Ecocriticism , green studies , Harold Fromm , Literary Theory , Mankind and Mother Earth , Nature and the Orient , Nature's Economy , The Comedy of Survival: Studies in Literary Ecology , The Ecocriticism Reader , The Environmental Imagination

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• The Story of an Hour Essays

Kate Chopin’s “The Story Of An Hour”: A Critical Perspective Essay

Kate Chopin, in her short story, The Story of an Hour, tackles complex issues involved in the interplay of female independence, love and marriage through her brief but effective characterization of the supposedly widowed Louise Mallard in the last hour of her life. Through her characterization of Louise, Chopin portrays a picture of a sympathetic woman with strength and insight; who is unable to translate her new- found freedom into an effective realization which ultimately leads her to an untimely death caused by her “monstrous joy”. Chopin eloquently translates the feelings and emotions of a woman trapped in an unhappy marriage through her use of subtle imagery and situations that effectively bring out the subconscious desire of a woman in a patriarchal society. That is to say, within Kate Chopin’s The Story of an Hour, the literary theories of feminism, psychoanalytical and mythological are present.

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“This story is not about society or marriage but about Louise Mallard” (Berkove, 153). In the story we can relate to the powerful theme of self- assertion. Chopin painfully presents a situation of a woman who can assert her independence only after the death of her husband, that too, for a minimal period of an hour. Her situation can be analyzed by her reaction when she first heard the news, her chance to freedom is described by the writer as a “paralyzed inability” to accept the significance of her new-found independent identity. “She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance” (Chopin, 1894). Unable to fully realize her situation she silently withdraws into her room. Here, it is important to note that she can only meditate upon her freedom alone away from the constraints of the patriarchal society. In her “cave”, she reflects upon her situation, her status as a free woman; at first her freedom frightens her.

Gradually, she recognizes her freedom being “subtle and elusive”. In a feverish attempt she develops a monstrous joy that ultimately kills her highlighting her “paralyzed inability” to accept the significance of the situation. Though some critics do not relate Louise’s situation as a woman who was trapped in an unhappy marriage. They found no hard evidence whatsoever of patriarchal blindness or suppression. However, Louise’s statement, “Free! Body and soul free!” which she kept whispering, highlights the repressed state of her married life (Chopin, 1894). The words “free”, “body” and “soul”, gives us a perspective of a woman who felt dominated by her husband. Her body and soul were used as an object by the patriarchal society to satisfy the desires of her husband. The significance of the statement enhances when we see the protagonist “whispering” these words. The fact that she still is unable to fully comprehend her situation as an independent woman, further exemplifies her status as a woman whose body and soul were not regarded as hers. There is no mention of the cause of her repression. The reader can only regards the dominance of the patriarchal society as the cause of her situation, for her actions regard her married life as something that restricted her freedom, something that had no place for love and understanding. She was dependent on her husband to realize her identity as a married woman. It is this identity that Chopin attacks; as stated by Toth, “Chopin’s story is the most radical attack on the institution of marriage, on one person’s dominance over another” (Toth, 102).

The psychoanalytical theory defines the subconscious desires of Louise Mallard. The significance of this critical perspective lies in revealing the desires of Louise that could not have been expressed openly because of the social rules. “There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name” (Chopin, 1894). This quote clearly defines the subconscious state of Louise, who was not aware of what she secretly desired all this time of her married life. Her “id” is her desire for freedom, an independent identity, that she can attain only after the death of her husband. The “superego” is her sense of fear, a fear that is imposed by the societal rules which do not allow a woman to have a separate identity apart from her husband who defines her identity. Her realization of her freedom as “subtle and elusive” marks her “ego”, which realizes that the “id” must be satisfied, but that there are certain socially acceptable ways to achieve satisfaction. The second example of the psychoanalytical theory is the implication of the duration of the action as a “dream- like” situation, characterized as a “brief moment of illumination” (Chopin, 1894). The whole action has a dream- like quality, where a woman suddenly achieves her repressed emotions with the sudden death of her husband, feverishly realizes her new-found independence and untimely dies because of her “monstrous joy”. The whole action assumes the quality of a Freudian dream where a person’s subconscious desires are revealed and gets the treatment of reality with the appearance of “Superego” in the form of her husband who didn’t even knew about the accident hat gave his wife an elated joy that ultimately killed her.

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The mythological perspective of the story lies in Chopin’s use of impressionist imagery. “In The Story of an Hour, a subtextual treasure, Chopin carefully ingles the sight, scent and hearing in her short chronicle to define the emotional and realistic state of Louise Mallard” (Kelley, 340). The emphasis on mythological perspective of Chopin’s story lies in the use of archetypal symbols and situation to exalt the status of the protagonist as a repressed woman. “She could see in the open square before her house the tops of trees that were all aquiver with the new spring life” (Chopin, 1894). The symbol of square represents a life that is defined by rules and regulations. Here, it is significant to note that the square is characterized as open which defines an opportunity to break the chains of patriarchal society. Louise sees the masculine symbol of tree through the open square, that is her opportunity is silently guided by the masculine authority which is now with the death of her husband covered with the new spring life that defines new hope. Another powerful feminine symbol used by Chopin is, “open windows”, “There stood, facing the open window, a comfortable, roomy armchair” (Chopin, 1894). The window is a powerful feminine symbol that marks the hope of feminine liberty. It is significant that the window is an open window which highlights the opportunity to gain an identity. However, this opportunity can only be realized in a “comfortable, roomy armchair”, that marks the feminine space where Louise can explore the regions of her human soul. She realizes her archetypal quest of achieving an independent identity in this roomy armchair that marks the renewal of her life, her rebirth.

The Story of an Hour, exposes a fanciful dream of a woman who died, “just as she had been freed from a constructing marriage and realized self- assertion as the deepest element of her being” (Toth, Unveiling Kate Chopin, 150). Chopin brilliantly uses the metaphor of “monstrous joy” to project Louise’s emotional state. In the light of Aristotle’s statement, “whosoever is delighted in solitude, is either a wild beast or a god”, Louise’s solitude enlightened her subconscious desires which she feverishly translated into the monstrous joy that ultimately killed her. By presenting this situation Chopin, highlights the true status of feminine liberty which cannot be realized in solitude. She projects a delicate incisive irony- what would happen if an immature and shallow egotist were to face the earthly consequence of an impossible dream of her afflicted heart. Through her portrayal of Louise, Chopin translates the feelings and emotions of a woman in a subconscious manner, making it realistic through the archetypal imagery and the situation that not only gave her short chronicle a feminist and psychoanalytical perspective, but also exemplified the situation of the Victorian women, who subconsciously desired an independent identity.

Works cited

Chopin, Kate. The Story Of an Hour. Vogue: New York. 1894 Berkove, Lawrence I. “Fatal Self- Assertion in Kate Chopin’s ‘The Story Of an Hour’.” American Literary Realism 32 (Winter 2000): 152- 58.

Toth, Emily. Kate Chopin. New York: Morrow. 1990 Kelley, Annetta M.F. “ The Sparkle of Diamonds: Kate Chopin’s Usage of Subtext in Stories and Novels”. Louisiana History: The Journal of the Louisiana Historical Association, Vol. 35, No. 3 (Summer 1994): 331-344.

Toth, Emily. Unveiling Kate Chopin. Jackson: UP of Mississippi. 1991

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Teaching and Learning a Joyful Citation Praxis: Affective Relations for Fostering Community Through Our Compositions

• Savannah Hagen Ohbi + −

How to Cite

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Many of us learned to cite sources to avoid plagiarism or to give credit. Yet there are many more generative reasons to teach and learn citation. This essay offers a teacher’s perspective and a student’s perspective on our personal journeys toward viewing and practicing citation as a way of joyfully generating community with others. We describe our individual struggles, how anti-oppressive, anti-racist, and critical feminist scholars have shaped our thinking, and what we do within the classroom to practice a joyful, generative way of citing. We offer suggestions for how to hold ourselves and students accountable to more inclusive and community-oriented ways of citing by infusing reflective practice throughout the semester in college writing-intensive courses.

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Baas, Jeroen, and Catriona Fennell. 2019. “When Peer Reviewers Go Rogue -Estimated Prevalence of Citation Manipulation by Reviewers Based on the Citation Patterns of 69,000 Reviewers.” Presented at ISSI 2019. September 2-5, 2019. Rome, Italy. https://www.researchgate.net/publication/335991043

Bartholomae, David. 1986. “Inventing the University.” Journal of Basic Writing 5 (1): 4–23.

Blell, Mwenza. 2023. “On the Shoulders of Giants or the Back of a Mule: Awareness of Multiplicity in Citational Politics.” Medical Anthropology Quarterly Early View. Accessed June 22, 2023. https://doi.org/10.1111/maq.12760 .

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brown, adrienne maree. 2019. Pleasure Activism: The Politics of Feeling Good. AK Press.

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Davis, Dána-Ain, y Sameena Mulla. 2023. “The Unbearable Whiteness of Citational Practice in US Medical Anthropology”. Medical Anthropology Quarterly 37 (3): 182–89. https://doi.org/10.1111/maq.12761 .

Edmonds, Brittney. 2020. “The Professional Is Political: On Citational Practice and the Persistent Problem of Academic Plunder.” Journal of Feminist Scholarship, no. 16: 74–77. https://doi.org/10.23860/jfs.2019.16.08 .

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Hosseini, Mohammad, Martin Paul Eve, Bert Gordijn, and Cameron Neylon. 2020. “MyCites: A Proposal to Mark and Report Inaccurate Citations in Scholarly Publications.” Research Integrity and Peer Review 5 (1): 13. https://doi.org/10.1186/s41073-020-00099-8 .

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Kotni, Mounia El, Lydia Z. Dixon, and Veronica Mir. 2020. “Introduction: Co-Authorship as Feminist Writing and Practice.” Society for Cultural Anthropology (blog). February 6, 2020. https://culanth.org/fieldsights/introduction-co-authorship-as-feminist-writing-and-practice .

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Lerman, Kristina, Yulin Yu, Fred Morstatter, and Jay Pujara. 2022. “Gendered Citation Patterns among the Scientific Elite.” Proceedings of the National Academy of Sciences 119 (40): e2206070119. https://doi.org/10.1073/pnas.2206070119 .

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Liu, Fengyuan, Talal Rahwan, and Bedoor AlShebli. 2023. “Non-White Scientists Appear on Fewer Editorial Boards, Spend More Time under Review, and Receive Fewer Citations.” Proceedings of the National Academy of Sciences 120 (13): e2215324120. https://doi.org/10.1073/pnas.2215324120 .

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Mansfield, Becky, Rebecca Lave, Kendra McSweeney, Anne Bonds, Jaclyn Cockburn, Mona Domosh, Trina Hamilton, et al. 2019. “It’s Time to Recognize How Men’s Careers Benefit from Sexually Harassing Women in Academia.” Human Geography 12 (1): 82–87. https://doi.org/10.1177/194277861901200110 .

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Mott, Carrie, and Daniel Cockayne. 2017. “Citation Matters: Mobilizing the Politics of Citation Toward a Practice of ‘Conscientious Engagement.’” Gender, Place & Culture 24 (7): 954–73. https://doi.org/10.1080/0966369X.2017.1339022 .

Prescod-Weinstein, Chanda. 2020. “Making Black Women Scientists under White Empiricism: The Racialization of Epistemology in Physics.” Signs: Journal of Women in Culture and Society 45 (2): 421–47. https://doi.org/10.1086/704991 .

———. 2021. The Disordered Cosmos: A Journey into Dark Matter, Spacetime, & Dreams Deferred. Bold Type Books.

Rekdal, Ole Bjørn. 2014. “Academic Urban Legends.” Social Studies of Science 44 (4): 638–54. https://doi.org/10.1177/0306312714535679 .

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Smith, Christen A., and Dominique Garrett-Scott. 2021. “‘We Are Not Named’: Black Women and the Politics of Citation in Anthropology.” Feminist Anthropology 2 (1): 18–37. https://doi.org/10.1002/fea2.12038 .

Smith, Christen A., Erica L. Williams, Imani A. Wadud, Whitney N. L. Pirtle, and The Cite Black Women Collective. 2021. “Cite Black Women: A Critical Praxis (A Statement).” Feminist Anthropology 2 (1): 10–17. https://doi.org/10.1002/fea2.12040 .

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Swales, John. 1990. Genre Analysis: English in Academic and Research Settings. Cambridge University Press.

Todd, Zoe. 2016. “What Does It Mean to Decolonize Anthropology in Canada?” Savage Minds (blog). August 17, 2016. https://savageminds.org/2016/08/17/what-does-it-mean-to-decolonize-anthropology-in-canada/ .

Tuck, Eve, K. Wayne Yang, and Rubén Gaztambide-Fernández. 2015. “Citation Practices.” Critical Ethnic Studies. April 2015. http://www.criticalethnicstudiesjournal.org/citation-practices .

Tynan, Lauren. 2020. “Thesis as Kin: Living Relationality with Research.” AlterNative: An International Journal of Indigenous Peoples 16 (3): 163–70. https://doi.org/10.1177/1177180120948270 .

Usher, Nikki. 2018. “Should We Still Cite the Scholarship of Serial Harassers and Sexists?” Chronicle of Higher Education, September 7, 2018, sec. Advice. http://www.chronicle.com/article/should-we-still-cite-the-scholarship-of-serial-harassers-and-sexists/ .

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This work is licensed under a Creative Commons Attribution 4.0 International License .

Copyright (c) 2024 Kylie E. Quave, Savannah Hagen Ohbi

Kylie E. Quave an assistant professor of writing and of anthropology at the George Washington University.

Savannah Hagen Ohbi is a sophomore majoring in Criminal Justice and Human Services & Social Justice at the George Washington University.

Anti-Critical-Race-Theory Laws Are Slowing Down. Here Are 3 Things to Know

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Is it the beginning of the end of “anti-critical race theory” legislation?

Starting in 2021, state lawmakers introduced a wave of such proposals, many modeled off a 2020 executive order signed by then-President Trump forbidding federal employees from receiving training on a number of “divisive concepts,” including the idea that any race was inherently superior to another, or that individuals should bear guilt for things that happened in the past. Some of these bills explicitly name-checked critical race theory—an academic framework for analyzing structural racism in law and policy.

Education Week recently updated its ongoing tracker of these laws , and concluded the pace of newly introduced legislation has slowed. The organization has counted just 10 bills that would affect K-12 education so far in 2024, of which two have passed.

Analysts from the National Conference of State Legislatures who track trends in state-level proposals said their data generally matched EdWeek’s, and that momentum on this topic seems to have flagged.

But other issues around what schools can teach or discuss have replaced the interest in “divisive concepts” and critical race theory, including “parents’ rights” bills allowing parents to withdraw their children from lessons they object to; bills that specifically take aim at gender identity or students’ use of pronouns; and bills that aim to restrict library materials and other curriculum content. (EdWeek’s bill tracker does not look at those topics.)

Some analysts see the slowdown on critical race theory legislation as a sign of fatigue with this element of the ongoing battle over who should shape curriculum.

“There’s only 50 states and only a subset that are sort of safe Republican ones where politicians can vote for these without worrying about being held politically accountable, so it can’t keep going forever,” noted Jeffrey Henig, a professor of political science and education at Teachers College, Columbia University. “You can only signal-call so long, so it’s not that surprising that once people have done their pass and proven themselves to the true believers in their largely solid, gerrymandered, state-legislated districts, things would run out of steam in some way.”

It’s also possible, he said, that the wave of headlines about book restrictions and attacks on librarians have brought some of these issues home locally in ways that have made some constituents uncomfortable.

Here are three things to know about where states stand on these anti-critical race theory laws.

1. Action seems concentrated in a handful of states

So far, no state that had not already considered such a proposal in prior years has seen a lawmaker introduce one in the 2024 legislative cycle. Overall, 44 states have considered legislation or regulations to curb how issues of race and gender can be taught since 2021, and 18 of them have enacted policy.

Most of the 2024 legislation has been introduced in states where previous proposals have failed to pass. Missouri lawmakers, for example, have introduced four bills this year that would variously prohibit the teaching of certain “divisive concepts” related to gender and race, prohibit the teaching of The New York Times’ 1619 Project—an exploration of slavery’s role in shaping American policy—and prohibit teachers from requiring students to create projects that compel students to lobby or engage in activism on specific policies or social issues, among other things. The state had some 20 bills on these same topics in 2023, none of which passed.

Two new laws have passed so far in 2024, in Alabama and Utah—expanding restrictions those states already had on the books (see No. 3, below).

2. Already-passed laws are here to stay—for now

The 2024 session also brought an early test of these laws’ durability.

In New Hampshire, Democrats attempted to strike statutory language added as part of a 2021 budget law that forbids teachers from teaching about gender and race in specific ways. But on March 14, lawmakers voted 192-183, largely along party lines, to indefinitely postpone the bill, effectively killing it.

Attempts to undo the laws could come through the courts. Lawsuits from various combinations of parents, teachers, students, teachers’ unions, and civil rights organizations have been filed in at least six states— Arizona , Arkansas, Florida, Oklahoma , New Hampshire, and Tennessee. The lawsuits generally allege that the laws are impermissibly vague and violate students’ and teachers’ rights to free speech or due process.

The latest lawsuit, filed just this week by two students and their teacher in Little Rock, Ark., takes aim at that state’s executive order and legislation that forbid “teaching that would indoctrinate students with ideologies,” including critical race theory. State officials had cited those rules when determining that the newly developed AP African American Studies course would not count for credit .

3. A few new laws suggest a pivot toward targeting DEI programs

Two newer laws signed this year suggest that diversity, equity, and inclusion, or DEI, programs could be the latest target.

These anti-DEI laws gained traction after the U.S. Supreme Court’s ruling last year that bans affirmative action in college admissions, and appear to be aimed mainly at higher education institutions. But several would also prohibit DEI efforts in K-12 schools and districts.

Alabama Gov. Kay Ivey signed a law that prohibits public universities and schools from sponsoring any diversity, equity, and inclusion program or maintaining a DEI office, or from requiring students or faculty to attend training or affirm the “divisive concepts” the state already had forbidden from teaching.

Similarly, Utah Gov. Spencer Cox in January signed a law aimed mainly at public colleges and universities but also covers other state institutions, including public schools. It prohibits districts from training staff or students on “discriminatory practices,” including any that rely on personal identity characteristics as a marker of moral character, promote resentment, or assert that an individual is inherently privileged or oppressed, among other things. And it prohibits districts from establishing an office, division, or employee who coordinates activities related to those practices.

Here, too, Henig sees the possibility of overreach.

“People’s attitudes about Harvard and Columbia and Penn as these elite, distanced institutions are different if it starts playing out at Michigan State and your local community college,” he said. “I think there’s some of that same friction when it comes closer to home.”

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High school teacher and students sue over Arkansas’ ban on critical race theory

FILE - Members of the 101st Airborne Division take up positions outside Central High School in Little Rock, Ark., Sept. 26, 1957. The troops were on duty to enforce integration at the school. On Monday, March 25, 2024, a teacher and two students from the school sued Arkansas over the state’s ban on critical race theory and “indoctrination” in public schools, asking a federal judge to strike down the restrictions as unconstitutional. (AP Photo/File)

FILE - Arkansas Gov. Sarah Huckabee Sanders signs an education overhaul bill into law, March 8, 2023, at the state Capitol in Little Rock, Ark. On Monday, March 25, 2024, a high school teacher and two students sued Arkansas over the state’s ban on critical race theory and “indoctrination” in public schools, asking a federal judge to strike down the restrictions as unconstitutional. (AP Photo/Andrew DeMillo, File)

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LITTLE ROCK, Ark. (AP) — A high school teacher and two students sued Arkansas on Monday over the state’s ban on critical race theory and “indoctrination” in public schools, asking a federal judge to strike down the restrictions as unconstitutional.

The lawsuit by the teacher and students from Little Rock Central High School, site of the historic 1957 racial desegregation crisis, stems from the state’s decision last year that an Advanced Placement course on African American Studies would not count toward state credit.

The lawsuit argues the restrictions, which were among a number of education changes that Republican Gov. Sarah Huckabee Sanders signed into law last year, violate free speech protections under the First Amendment and the equal protection clause of the Fourteenth Amendment.

“It absolutely chills free speech” and “discriminates on the basis of race,” the lawsuit said.

“Indeed, defendants’ brazen attack on full classroom participation for all students in 2024 is reminiscent of the state’s brazen attack on full classroom participation for all students in 1957,” the lawsuit said.

Arkansas and other Republican-led states in recent years have placed restrictions on how race is taught in the classroom, including prohibitions on critical race theory, an academic framework dating to the 1970s that centers on the idea that racism is embedded in the nation’s institutions. The theory is not a fixture of K-12 education, and Arkansas’ ban does not define what would be considered critical race theory. The lawsuit argues that the definition the law uses for prohibited indoctrination is overly broad and vague.

Tennessee educators filed a similar lawsuit last year challenging that state’s sweeping bans on teaching certain concepts of race, gender and bias in classroom.

Arkansas’ restrictions mirror an executive order Sanders signed on her first day in office last year. The Republican governor defended the law and criticized the lawsuit.

“In the state of Arkansas, we will not indoctrinate our kids and teach them to hate America or each other,” Sanders said in a statement. “It’s sad the radical left continues to lie and play political games with our kids’ futures.”

Florida Gov. Ron DeSantis blocked high schools in his state from teaching the AP African American Studies course. The College Board released the latest updated framework for the course in December, months after initial revisions prompted criticism the nonprofit was bowing to conservative backlash to the class.

Arkansas education officials last year said the AP African American studies class couldn’t be part of the state’s advanced placement course offerings because it’s still a pilot program and hasn’t been vetted by the state yet to determine whether it complied with the law.

Central High and the five other schools offering the class said they would continue doing so as a local elective. The class still counts toward a student’s GPA.

The lawsuit is the second challenge against Sanders’ LEARNS Act, which also created a new school voucher program. The Arkansas Supreme Court in October rejected a challenge to the law that questioned the Legislature’s procedural vote that allowed it to take effect immediately.

“The LEARNS Act has brought much-needed reforms to Arkansas. I have successfully defended (the law) from challenges before, and I am prepared to vigorously defend it again,” Republican Attorney General Tim Griffin said.