Chapter 2 Notes

For many people, the words critic, critical, critique, and criticism have negative connotations. If using a different word (like evaluation, estimation, or appraisal) has a more balanced connotation for you, use it instead. You want to discuss the strengths and weaknesses of Brett Frischmann’s “There’s Nothing Wrong with Being a Luddite.” Your job isn’t to “tear him a new one”! Instead, you should give your assessment of the merits of his essay.

Chapter 2 of Writing and Reading Across the Curriculum focuses on writing critiques. The authors organized the chapter around two broad questions:

  1. ) To what extent does the author succeed in his or her purpose?
  2. ) To what extent do you agree with the author?

Goal 1—Summarize the source material. In this case, communicate Frischmann’s thesis and main points.
Goal 2—Critique the source material. In this case, you will need to evaluate Frischmann’s essay.

 

Three broad questions can help guide your thinking as you evaluate his essay.
Question 1—How well written is the essay? You’ll want to consider what he hoped to accomplish and how likely it was that the essay would have accomplished his goals.

Question 2—To what extent do you agree with the author? Students don’t usually have much trouble with this question because they are pretty comfortable sharing their opinions.

Question 3—How well is the issue framed? Your book doesn’t directly address this issue. Framing has to do with how authors choose to present information. An example might be helpful.