Download Critical Analysis

 Critical
Analysis
What is Critical Analysis?
We define critical analysis as an effort to understand a text based on its purpose, audience, form and/or tone. Critical analysis
is built on intellectual reasoning and not personal opinion. It will attempt to determine the success of a text in achieving its
goals. It will also attempt to uncover opinion or bias. Critical analysis is used in all disciplines with a variety of textual
materials (including books, articles, reports, essays, films, etc.).
Tips for Doing Critical Analysis in Writing Seminar:
Read the text carefully, more than once. Read actively by underlining key terms and passages; write comments or questions
in the margin.
Focus on the big picture first:
Then move on to the details:
What is the context for the text; what issues,
ideas or problems is the author attempting to
address?
How is the author supporting his/her claim?
What is the thesis or claim?
Whom do they cite and what kind supporting
evidence do they use?
How successful is this evidence?
Is there a difference between what the text is
saying and doing (i.e. are there underlying
goals beyond the thesis statement)?
What key terms/phrases/concepts does the
author define or develop?
Who is the intended audience?
What opinion or bias can you detect from the
author?
Example of Critical Analysis might include:
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A Movie or Book Review
Literature, Article or Website Analysis
Evaluation of arguments (ex. political speeches)
A Tips for Good Critical Analysis:
Use short, targeted quotations rather than long pieces of text. Quote only those sections of a text that you plan to discuss in
detail.
Use active verbs that show an author doing something in their work:
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argues
admits
agrees
asserts
believes
claims
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comments
compares
declares
denies
emphasizes
endorses
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illustrates
implies
insists
notes
observes
rejects
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reports
responds
suggests
thinks
Sample Article Analysis (excerpt)
The title of Bartholomae’s essay acts as an analogy for the aspect of writing that he feels is the most important, the ability of
a writer to establish his audience. Bartholomae believes that before each paper, the student must “invent the university for
the occasion.” That is, the student must determine the professor’s expectations for style and voice as well as anticipate the
professor’s reaction to the content of the paper. Once student writers are able to pinpoint their audience, they must then take
on the challenge of “appropriating a specialized discourse.” This simply means to utilize a specific language to appear as
though one with the audience. Bartholomae attributes a large amount of the effectiveness of advanced writing to the
development of this skill.
Sample Visual Analysis (excerpt)
An example of this sensationalized media can be seen below in this slide progression of a commercial for the
antidepressant drug Zoloft. A “blob” representing the patient is seen as depressed with a rain cloud hanging over their head,
then the drug Zoloft is introduced and all of a sudden the patient is happy again. Along with this depiction is sad background
music followed by happy uplifting music after Zoloft has been introduced.
This is a carefully thought out, highly sensationalized and manipulative advertisement. Let’s first examine the subject, the
“blob”. This blob is essentially a mirror for the viewer. It is neither male nor female, young nor old, and has neither a race
nor ethnicity of its own, it isn’t even human. It is a blank slate. This lack of definition allows for absolutely any viewer to
relate to this advertisement and mentally place themselves into it. It cuts across all demographics. Once the viewer has
placed themselves into the advertisement they are taken on an emotional rollercoaster ride. At first they feel sad and
depressed, encouraged by the gloomy music and rain clouds. Next, they meet a new friend, Zoloft, who magically appears
and floats across the screen. After they have met their new friend they feel happy again, the rain clouds have subsided and
the gloomy music has been replaced with a cheerful melody. The viewer did not simply watch this happen to the blob, but
rather, they fully experienced it happen to themselves. Since the material in the television programs that precede and follow
advertisements such as this is less than thought provoking, a viewer is not prepared to critically analyze this advertisement. It
is not until we step back and isolate this advertisement that we can see what it is truly meant to be doing, persuade, not
inform.
For more information, see Chapter 5 of Rules for Writers by Diana Hacker and Nancy Sommers