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Critical Analysis – Types, Examples and Writing Guide

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Critical Analysis

Definition:

Critical analysis is a process of examining a piece of work or an idea in a systematic, objective, and analytical way. It involves breaking down complex ideas, concepts, or arguments into smaller, more manageable parts to understand them better.

Types of Critical Analysis

Types of Critical Analysis are as follows:

Literary Analysis

This type of analysis focuses on analyzing and interpreting works of literature , such as novels, poetry, plays, etc. The analysis involves examining the literary devices used in the work, such as symbolism, imagery, and metaphor, and how they contribute to the overall meaning of the work.

Film Analysis

This type of analysis involves examining and interpreting films, including their themes, cinematography, editing, and sound. Film analysis can also include evaluating the director’s style and how it contributes to the overall message of the film.

Art Analysis

This type of analysis involves examining and interpreting works of art , such as paintings, sculptures, and installations. The analysis involves examining the elements of the artwork, such as color, composition, and technique, and how they contribute to the overall meaning of the work.

Cultural Analysis

This type of analysis involves examining and interpreting cultural artifacts , such as advertisements, popular music, and social media posts. The analysis involves examining the cultural context of the artifact and how it reflects and shapes cultural values, beliefs, and norms.

Historical Analysis

This type of analysis involves examining and interpreting historical documents , such as diaries, letters, and government records. The analysis involves examining the historical context of the document and how it reflects the social, political, and cultural attitudes of the time.

Philosophical Analysis

This type of analysis involves examining and interpreting philosophical texts and ideas, such as the works of philosophers and their arguments. The analysis involves evaluating the logical consistency of the arguments and assessing the validity and soundness of the conclusions.

Scientific Analysis

This type of analysis involves examining and interpreting scientific research studies and their findings. The analysis involves evaluating the methods used in the study, the data collected, and the conclusions drawn, and assessing their reliability and validity.

Critical Discourse Analysis

This type of analysis involves examining and interpreting language use in social and political contexts. The analysis involves evaluating the power dynamics and social relationships conveyed through language use and how they shape discourse and social reality.

Comparative Analysis

This type of analysis involves examining and interpreting multiple texts or works of art and comparing them to each other. The analysis involves evaluating the similarities and differences between the texts and how they contribute to understanding the themes and meanings conveyed.

Critical Analysis Format

Critical Analysis Format is as follows:

I. Introduction

• Provide a brief overview of the text, object, or event being analyzed
• Explain the purpose of the analysis and its significance
• Provide background information on the context and relevant historical or cultural factors

II. Description

• Provide a detailed description of the text, object, or event being analyzed
• Identify key themes, ideas, and arguments presented
• Describe the author or creator’s style, tone, and use of language or visual elements

III. Analysis

• Analyze the text, object, or event using critical thinking skills
• Identify the main strengths and weaknesses of the argument or presentation
• Evaluate the reliability and validity of the evidence presented
• Assess any assumptions or biases that may be present in the text, object, or event
• Consider the implications of the argument or presentation for different audiences and contexts

IV. Evaluation

• Provide an overall evaluation of the text, object, or event based on the analysis
• Assess the effectiveness of the argument or presentation in achieving its intended purpose
• Identify any limitations or gaps in the argument or presentation
• Consider any alternative viewpoints or interpretations that could be presented
• Summarize the main points of the analysis and evaluation
• Reiterate the significance of the text, object, or event and its relevance to broader issues or debates
• Provide any recommendations for further research or future developments in the field.

VI. Example

• Provide an example or two to support your analysis and evaluation
• Use quotes or specific details from the text, object, or event to support your claims
• Analyze the example(s) using critical thinking skills and explain how they relate to your overall argument

VII. Conclusion

• Reiterate your thesis statement and summarize your main points
• Provide a final evaluation of the text, object, or event based on your analysis
• Offer recommendations for future research or further developments in the field
• End with a thought-provoking statement or question that encourages the reader to think more deeply about the topic

How to Write Critical Analysis

Writing a critical analysis involves evaluating and interpreting a text, such as a book, article, or film, and expressing your opinion about its quality and significance. Here are some steps you can follow to write a critical analysis:

• Read and re-read the text: Before you begin writing, make sure you have a good understanding of the text. Read it several times and take notes on the key points, themes, and arguments.
• Identify the author’s purpose and audience: Consider why the author wrote the text and who the intended audience is. This can help you evaluate whether the author achieved their goals and whether the text is effective in reaching its audience.
• Analyze the structure and style: Look at the organization of the text and the author’s writing style. Consider how these elements contribute to the overall meaning of the text.
• Evaluate the content : Analyze the author’s arguments, evidence, and conclusions. Consider whether they are logical, convincing, and supported by the evidence presented in the text.
• Consider the context: Think about the historical, cultural, and social context in which the text was written. This can help you understand the author’s perspective and the significance of the text.
• Develop your thesis statement : Based on your analysis, develop a clear and concise thesis statement that summarizes your overall evaluation of the text.
• Support your thesis: Use evidence from the text to support your thesis statement. This can include direct quotes, paraphrases, and examples from the text.
• Write the introduction, body, and conclusion : Organize your analysis into an introduction that provides context and presents your thesis, a body that presents your evidence and analysis, and a conclusion that summarizes your main points and restates your thesis.
• Revise and edit: After you have written your analysis, revise and edit it to ensure that your writing is clear, concise, and well-organized. Check for spelling and grammar errors, and make sure that your analysis is logically sound and supported by evidence.

When to Write Critical Analysis

You may want to write a critical analysis in the following situations:

• Academic Assignments: If you are a student, you may be assigned to write a critical analysis as a part of your coursework. This could include analyzing a piece of literature, a historical event, or a scientific paper.
• Journalism and Media: As a journalist or media person, you may need to write a critical analysis of current events, political speeches, or media coverage.
• Personal Interest: If you are interested in a particular topic, you may want to write a critical analysis to gain a deeper understanding of it. For example, you may want to analyze the themes and motifs in a novel or film that you enjoyed.
• Professional Development : Professionals such as writers, scholars, and researchers often write critical analyses to gain insights into their field of study or work.

Critical Analysis Example

An Example of Critical Analysis Could be as follow:

Research Topic:

The Impact of Online Learning on Student Performance

Introduction:

The introduction of the research topic is clear and provides an overview of the issue. However, it could benefit from providing more background information on the prevalence of online learning and its potential impact on student performance.

Literature Review:

The literature review is comprehensive and well-structured. It covers a broad range of studies that have examined the relationship between online learning and student performance. However, it could benefit from including more recent studies and providing a more critical analysis of the existing literature.

Research Methods:

The research methods are clearly described and appropriate for the research question. The study uses a quasi-experimental design to compare the performance of students who took an online course with those who took the same course in a traditional classroom setting. However, the study may benefit from using a randomized controlled trial design to reduce potential confounding factors.

The results are presented in a clear and concise manner. The study finds that students who took the online course performed similarly to those who took the traditional course. However, the study only measures performance on one course and may not be generalizable to other courses or contexts.

Discussion :

The discussion section provides a thorough analysis of the study’s findings. The authors acknowledge the limitations of the study and provide suggestions for future research. However, they could benefit from discussing potential mechanisms underlying the relationship between online learning and student performance.

Conclusion :

The conclusion summarizes the main findings of the study and provides some implications for future research and practice. However, it could benefit from providing more specific recommendations for implementing online learning programs in educational settings.

Purpose of Critical Analysis

There are several purposes of critical analysis, including:

• To identify and evaluate arguments : Critical analysis helps to identify the main arguments in a piece of writing or speech and evaluate their strengths and weaknesses. This enables the reader to form their own opinion and make informed decisions.
• To assess evidence : Critical analysis involves examining the evidence presented in a text or speech and evaluating its quality and relevance to the argument. This helps to determine the credibility of the claims being made.
• To recognize biases and assumptions : Critical analysis helps to identify any biases or assumptions that may be present in the argument, and evaluate how these affect the credibility of the argument.
• To develop critical thinking skills: Critical analysis helps to develop the ability to think critically, evaluate information objectively, and make reasoned judgments based on evidence.
• To improve communication skills: Critical analysis involves carefully reading and listening to information, evaluating it, and expressing one’s own opinion in a clear and concise manner. This helps to improve communication skills and the ability to express ideas effectively.

Importance of Critical Analysis

Here are some specific reasons why critical analysis is important:

• Helps to identify biases: Critical analysis helps individuals to recognize their own biases and assumptions, as well as the biases of others. By being aware of biases, individuals can better evaluate the credibility and reliability of information.
• Enhances problem-solving skills : Critical analysis encourages individuals to question assumptions and consider multiple perspectives, which can lead to creative problem-solving and innovation.
• Promotes better decision-making: By carefully evaluating evidence and arguments, critical analysis can help individuals make more informed and effective decisions.
• Facilitates understanding: Critical analysis helps individuals to understand complex issues and ideas by breaking them down into smaller parts and evaluating them separately.
• Fosters intellectual growth : Engaging in critical analysis challenges individuals to think deeply and critically, which can lead to intellectual growth and development.

Advantages of Critical Analysis

Some advantages of critical analysis include:

• Improved decision-making: Critical analysis helps individuals make informed decisions by evaluating all available information and considering various perspectives.
• Enhanced problem-solving skills : Critical analysis requires individuals to identify and analyze the root cause of a problem, which can help develop effective solutions.
• Increased creativity : Critical analysis encourages individuals to think outside the box and consider alternative solutions to problems, which can lead to more creative and innovative ideas.
• Improved communication : Critical analysis helps individuals communicate their ideas and opinions more effectively by providing logical and coherent arguments.
• Reduced bias: Critical analysis requires individuals to evaluate information objectively, which can help reduce personal biases and subjective opinions.
• Better understanding of complex issues : Critical analysis helps individuals to understand complex issues by breaking them down into smaller parts, examining each part and understanding how they fit together.
• Greater self-awareness: Critical analysis helps individuals to recognize their own biases, assumptions, and limitations, which can lead to personal growth and development.

About the author

Muhammad Hassan

Researcher, Academic Writer, Web developer

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Writing a Critical Analysis

What is in this guide, definitions, putting it together, tips and examples of critques.

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This guide is meant to help you understand the basics of writing a critical analysis. A critical analysis is an argument about a particular piece of media. There are typically two parts: (1) identify and explain the argument the author is making, and (2), provide your own argument about that argument. Your instructor may have very specific requirements on how you are to write your critical analysis, so make sure you read your assignment carefully.

Critical Analysis

A deep approach to your understanding of a piece of media by relating new knowledge to what you already know.

Part 1: Introduction

• Identify the work being criticized.
• Present thesis - argument about the work.
• Preview your argument - what are the steps you will take to prove your argument.

Part 2: Summarize

• Provide a short summary of the work.
• Present only what is needed to know to understand your argument.

Part 3: Your Argument

• This is the bulk of your paper.
• Provide "sub-arguments" to prove your main argument.
• Use scholarly articles to back up your argument(s).

Part 4: Conclusion

• Reflect on  how  you have proven your argument.
• Point out the  importance  of your argument.
• Comment on the potential for further research or analysis.
• Cornell University Library Tips for writing a critical appraisal and analysis of a scholarly article.
• Queen's University Library How to Critique an Article (Psychology)
• University of Illinois, Springfield An example of a summary and an evaluation of a research article. This extended example shows the different ways a student can critique and write about an article
• Next: Background Information >>
• Last Updated: Aug 1, 2024 3:47 PM
• URL: https://libguides.pittcc.edu/critical_analysis

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How to write a successful critical analysis

• How to write a strong literature review
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• The academic team

For further queries or assistance in writing a critical analysis email Bill Wrigley .

What do you critically analyse?

In a critical analysis you do not express your own opinion or views on the topic. You need to develop your thesis, position or stance on the topic from the views and research of others . In academic writing you critically analyse other researchers’:

• concepts, terms
• viewpoints, arguments, positions
• methodologies, approaches
• research results and conclusions

This means weighing up the strength of the arguments or research support on the topic, and deciding who or what has the more or stronger weight of evidence or support.

Therefore, your thesis argues, with evidence, why a particular theory, concept, viewpoint, methodology, or research result(s) is/are stronger, more sound, or more advantageous than others.

What does ‘analysis’ mean?

A critical analysis means analysing or breaking down the parts of the literature and grouping these into themes, patterns or trends.

In an analysis you need to:

1. Identify and separate out the parts of the topic by grouping the various key theories, main concepts, the main arguments or ideas, and the key research results and conclusions on the topic into themes, patterns or trends of agreement , dispute and omission .

2. Discuss each of these parts by explaining:

i. the areas of agreement/consensus, or similarity

ii. the issues or controversies: in dispute or debate, areas of difference

ii. the omissions, gaps, or areas that are under-researched

3. Discuss the relationship between these parts

4. Examine how each contributes to the whole topic

5. Make conclusions about their significance or importance in the topic

What does ‘critical’ mean?

A critical analysis does not mean writing angry, rude or disrespectful comments, or  expressing your views in judgmental terms of black and white, good and bad, or right and wrong.

To be critical, or to critique, means to evaluate . Therefore, to write critically in an academic analysis means to:

• judge the quality, significance or worth of the theories, concepts, viewpoints, methodologies, and research results
• evaluate in a fair and balanced manner
• avoid extreme or emotional language

• strengths, advantages, benefits, gains, or improvements
• disadvantages, weaknesses, shortcomings, limitations, or drawbacks

How to critically analyse a theory, model or framework

The evaluative words used most often to refer to theory, model or framework are a sound theory or a strong theory.

The table below summarizes the criteria for judging the strengths and weaknesses of a theory:

• comprehensive
• empirically supported
• parsimonious

Evaluating a Theory, Model or Framework

The table below lists the criteria for the strengths and their corresponding weaknesses that are usually considered in a theory.

Critical analysis examples of theories

The following sentences are examples of the phrases used to explain strengths and weaknesses.

Smith’s (2005) theory appears up to date, practical and applicable across many divergent settings.

Brown’s (2010) theory, although parsimonious and logical, lacks a sufficient body of evidence to support its propositions and predictions

Little scientific evidence has been presented to support the premises of this theory.

One of the limitations with this theory is that it does not explain why…

A significant strength of this model is that it takes into account …

The propositions of this model appear unambiguous and logical.

A key problem with this framework is the conceptual inconsistency between ….

How to critically analyse a concept

The table below summarizes the criteria for judging the strengths and weaknesses of a concept:

• key variables identified
• clear and well-defined

Evaluating Concepts

Critical analysis examples of concepts

Many researchers have used the concept of control in different ways.

There is little consensus about what constitutes automaticity.

Putting forth a very general definition of motivation means that it is possible that any behaviour could be included.

The concept of global education lacks clarity, is imprecisely defined and is overly complex.

Some have questioned the usefulness of resilience as a concept because it has been used so often and in so many contexts.

Research suggests that the concept of preoperative fasting is an outdated clinical approach.

How to critically analyse arguments, viewpoints or ideas

The table below summarizes the criteria for judging the strengths and weaknesses of an argument, viewpoint or idea:

• reasons support the argument
• argument is substantiated by evidence
• evidence for the argument is relevant
• evidence for the argument is unbiased, sufficient and important
• evidence is reputable

Evaluating Arguments, Views or Ideas

Critical analysis examples of arguments, viewpoints or ideas

The validity of this argument is questionable as there is insufficient evidence to support it.

Many writers have challenged Jones’ claim on the grounds that …….

This argument fails to draw on the evidence of others in the field.

This explanation is incomplete because it does not explain why…

The key problem with this explanation is that ……


The existing accounts fail to resolve the contradiction between …

However, there is an inconsistency with this argument. The inconsistency lies in…

Although this argument has been proposed by some, it lacks justification.

However, the body of evidence showing that… contradicts this argument.

How to critically analyse a methodology

The table below provides the criteria for judging the strengths and weaknesses of methodology.

An evaluation of a methodology usually involves a critical analysis of its main sections:

design; sampling (participants); measurement tools and materials; procedure

• design tests the hypotheses or research questions
• method valid and reliable
• potential bias or measurement error, and confounding variables addressed
• method allows results to be generalized
• representative sampling of cohort and phenomena; sufficient response rate
• valid and reliable measurement tools
• valid and reliable procedure
• method clear and detailed to allow replication

Evaluating a Methodology

Critical analysis examples of a methodology

The unrepresentativeness of the sample makes these results misleading.

The presence of unmeasured variables in this study limits the interpretation of the results.

Other, unmeasured confounding variables may be influencing this association.

The interpretation of the data requires caution because the effect of confounding variables was not taken into account.

The insufficient control of several response biases in this study means the results are likely to be unreliable.

Although this correlational study shows association between the variables, it does not establish a causal relationship.

Taken together, the methodological shortcomings of this study suggest the need for serious caution in the meaningful interpretation of the study’s results.

How to critically analyse research results and conclusions

The table below provides the criteria for judging the strengths and weaknesses of research results and conclusions:

• appropriate choice and use of statistics
• correct interpretation of results
• all results explained
• alternative explanations considered
• significance of all results discussed
• consistency of results with previous research discussed
• results add to existing understanding or knowledge
• limitations discussed
• results clearly explained
• conclusions consistent with results

Evaluating the Results and Conclusions

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How to Write a Critical Analysis

Last Updated: August 3, 2024 Fact Checked

This article was co-authored by Jake Adams . Jake Adams is an academic tutor and the owner of Simplifi EDU, a Santa Monica, California based online tutoring business offering learning resources and online tutors for academic subjects K-College, SAT & ACT prep, and college admissions applications. With over 14 years of professional tutoring experience, Jake is dedicated to providing his clients the very best online tutoring experience and access to a network of excellent undergraduate and graduate-level tutors from top colleges all over the nation. Jake holds a BS in International Business and Marketing from Pepperdine University. 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 1,468,192 times.

How to Write a Critical Analysis Essay

When writing a critical analysis, take a moment to reflect on the source material and the author's main ideas to come up with your thesis statement . Be sure to write down your own responses to the points the author was making, and respond to each in a paragraph.

Reading Critically

• You may need to read the text more than once, especially if it is dense or complicated.

• It might be easier to find the thesis in an academic article than in a creative work, movie, or painting. If you’re critiquing a work of fiction or creative nonfiction, in either written form or film form, identify one of the main themes of the story instead. For a painting, identify what the painter may be trying to get across with their work of art.

• In an academic article, identify the topic sentences of each paragraph or section.
• For works of fiction or paintings, look for scenes and imagery that seem to support the thesis.

• If the text was a film or work of art, write a brief 1 to 2 paragraph synopsis of the film or description of the painting.

Analyzing the Text

• For example, if the text made you angry, what was it about the text that made you angry?
• If you found yourself laughing at the text, what about it was laughable?

• For example, if the author is an outspoken proponent of healthcare reform, then this would likely explain any bias in an argumentative essay on universal healthcare.
• The author’s background may also include credentials, such as a doctorate or medical degree. This is part of the ethos of the text since having credentials may help to bolster an author’s credibility.

• For example, if the author’s explanation of greenhouse gasses is long, full of jargon, and confusing, then you might focus on this as part of your critique.

Tip : Keep in mind that you can also have a positive critique of the text if you think it was effective. For example, if the author’s description of greenhouse gasses was written in simple, easy to understand language, you might note this as part of your analysis.

• For example, if the author has used a website that is known for being biased in favor of their argument, then this would weaken their position. However, if the author used sources that were fair and unbiased, then this would strengthen their position.
• Not all texts will incorporate evidence. For example, if you’re doing a critical analysis of a film or work of art, it probably won’t include secondary sources.

Drafting the Analysis

• For example, in the first sentence of your essay, provide the basic information on the text. Then, describe text’s argument in about 1 to 2 sentences.

• For example, you might write, “Darcy Gibbons’ essay on the environmental impact of consumerism provides a thorough and valuable overview of the problem.”
• Or, you might write, “Shannon Duperty’s mixed media painting, “Dove on Heroin,” falls short of its attempt at edgy political commentary.”

• Keep in mind that the summary paragraph is the only place in your essay where you may include summary. The rest of the essay should provide analysis of the essay.

• Organization. How did the author organize their argument? Was this a good strategy or not? Why?
• Style. What style did the author use to get their point across? How did the style hurt or help their argument?
• Effectiveness. In general, was the text effective at getting its point across? Why or why not?
• Fairness or bias. Did the author demonstrate a fair or biased perspective on their topic? How could you tell?
• Appeal to a specific audience. Did the author seem to have a specific audience in mind? If so, who were they and how well did the author meet their needs?

Tip : Check with your teacher for details on how to cite sources. They may want you to use a specific citation style, such as MLA, Chicago, or APA.

• For example, you might conclude by talking about how the author made a good effort in some regards, but ultimately their argument was ineffective, and then explain why in 2 to 3 sentences.

Sample Analyses

Expert Q&A

You Might Also Like

• ↑ Jake Adams. Academic Tutor & Test Prep Specialist. Expert Interview. 20 May 2020.
• ↑ https://www.tru.ca/__shared/assets/Critical_Analysis_Template30565.pdf
• ↑ https://depts.washington.edu/pswrite/Handouts/CriticalAnalysisPapers.pdf
• ↑ https://content.nroc.org/DevelopmentalEnglish/unit09/Foundations/creating-a-thesis-and-an-outline-for-a-critical-analysis-essay.html
• ↑ https://writingcenter.fas.harvard.edu/pages/ending-essay-conclusions

About This Article

To write a critical analysis, first introduce the work you’re analyzing, including information about the work’s author and their purpose in writing it. As part of the introduction, briefly state your overall evaluation of the work. Then, summarize the author’s key points before you use the bulk of your paper to provide your full critique of the work. Try to put each point you want to make in a separate paragraph for clarity. Finally, write a concluding paragraph that restates your opinion of the work and offers any suggestions for improvement. To learn how to balance positive and negative comments in your critical analysis, keep reading! Did this summary help you? Yes No

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Critical Analysis

A critical analysis involves analysis and judgment. like a film review, that both deconstructs a film and tells us whether we should see it., what is critical analysis.

Critical analysis is a type of analysis. An important distinction between a typical analysis and a critical analysis is that critical analysis requires you to take a stance on the thing you're analyzing—you present an argument, backed by the analysis you’ve done, to judge (or recommend, or critique) the work.

For example, if you're analyzing a film's theme, you might examine certain scenes and snippets of dialogue to explain how they further the film's message.

A critical analysis goes one step further—you'll also makes a judgement about that them, about whether it's "good" or "ethical," "well-developed" or "effective." You might say something about the impact it should have or whether audiences should see the film or skip it.

• Analysis = Examine a "thing" to understand how it functions.
• Critical Analysis = Examine a thing to understand how it functions and make a judgement about its impact or value.

So Where Do I Start?

One common place to start is to examine your subject closely—say, a book, an artwork, or a play—and decide what effect it has on you or on other people who experience it.

• Does it give you a certain feeling?
• Does it offer you information?
• Does it send a message?
• Does it try to persuade you to do something?
• Is it moral?
• Is it unethical?
• Is it beautiful and well-constructed?
• Is it worthwhile?
• What consequence might it have on its peers? On consumers? Is that a good thing or a bad thing?

Any one of these questions can help you formulate your critical claim, the thesis you'll ultimately try to argue.

• Example: "Schindler's List is a good film because it offers a profound and terrifying reminder of the dangers of complacency and racism."

Reminder: criticism can be subjective, especially when it involves your perception and interpretation. Not everyone agrees with every film critic, and that's okay. A critical analysis gives us a window into how you consume, experience, perceive, and value whatever it is you're analyzing, which then, hopefully, elevates our appreciation and understanding of the thing itself.

Reminder about Analysis

Since any critical analysis is an argument, it’s important to explain how and why you got to your conclusions. This is where analysis comes in.

Analysis is the process of breaking something into its parts and examining them to understand their function. For instance, for the thesis of a critical analysis on a film, you might say, “this film effectively portrayed the boredom of office life with its use of bleak gray colors, droning soundtrack, and dryly funny dialogue.”

Here, the colors, soundtrack, and dialogue are all parts of the film, and you’re making a claim about the effect they have. In the rest of the paper you’ll describe and explain this effect, using evidence from the film to make your connections. This requires you to clearly explain how and why bleak colors or a droning soundtrack actually do, in fact, portray the boredom of office life. If not, you're simply making claims and hoping your audience trusts you. Without analysis, you have no evidence.

To recap, critically analyzing something means identifying its value or impact, then breaking down its components to explain how and why those components contribute to value or impact you identified.

Doing so will allow you to better understand that specific thing, and allow you to contribute meaningfully to the conversation surrounding the thing itself.

Professional Example:

Barbie: critical analysis.

Click here for article!

Short Review on Analysis

Longer Dive into Analysis

Are you ready to chat with us about critical analysis? Consider these questions to help you in your consultation:

• Have I clearly identified a “whole”?
• Have I clearly outlined the “parts” that make up the whole?
• Have I clearly explained how each part “functions” in connection to the whole? Does my writing clearly show why that part matters, and

Check out these additional Resources!

• This YouTube video on critical analysis assignments

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How to write a critical analysis

Unlike the name implies a critical analysis does not necessarily mean that you are only exploring what is wrong with a piece of work. Instead, the purpose of this type of essay is to interact with and understand a text. Here’s what you need to know to create a well-written critical analysis essay.

What is a critical analysis?

A critical analysis examines and evaluates someone else’s work, such as a book, an essay, or an article. It requires two steps: a careful reading of the work and thoughtful analysis of the information presented in the work.

Although this may sound complicated, all you are doing in a critical essay is closely reading an author’s work and providing your opinion on how well the author accomplished their purpose.

Critical analyses are most frequently done in academic settings (such as a class assignment). Writing a critical analysis demonstrates that you are able to read a text and think deeply about it. However, critical thinking skills are vital outside of an educational context as well. You just don’t always have to demonstrate them in essay form.

How to outline and write a critical analysis essay

Writing a critical analysis essay involves two main chunks of work: reading the text you are going to write about and writing an analysis of that text. Both are equally important when writing a critical analysis essay.

Step one: Reading critically

The first step in writing a critical analysis is to carefully study the source you plan to analyze.

If you are writing for a class assignment, your professor may have already given you the topic to analyze in an article, short story, book, or other work. If so, you can focus your note-taking on that topic while reading.

Other times, you may have to develop your own topic to analyze within a piece of work. In this case, you should focus on a few key areas as you read:

• What is the author’s intended purpose for the work?
• What techniques and language does the author use to achieve this purpose?
• How does the author support the thesis?
• Who is the author writing for?
• Is the author effective at achieving the intended purpose?

Once you have carefully examined the source material, then you are ready to begin planning your critical analysis essay.

Step two: Writing the critical analysis essay

Taking time to organize your ideas before you begin writing can shorten the amount of time that you spend working on your critical analysis essay. As an added bonus, the quality of your essay will likely be higher if you have a plan before writing.

Here’s a rough outline of what should be in your essay. Of course, if your instructor gives you a sample essay or outline, refer to the sample first.

• Background Information

Critical Analysis

Here is some additional information on what needs to go into each section:

Background information

In the first paragraph of your essay, include background information on the material that you are critiquing. Include context that helps the reader understand the piece you are analyzing. Be sure to include the title of the piece, the author’s name, and information about when and where it was published.

“Success is counted sweetest” is a poem by Emily Dickinson published in 1864. Dickinson was not widely known as a poet during her lifetime, and this poem is one of the first published while she was alive.

After you have provided background information, state your thesis. The thesis should be your reaction to the work. It also lets your reader know what to expect from the rest of your essay. The points you make in the critical analysis should support the thesis.

Dickinson’s use of metaphor in the poem is unexpected but works well to convey the paradoxical theme that success is most valued by those who never experience success.

The next section should include a summary of the work that you are analyzing. Do not assume that the reader is familiar with the source material. Your summary should show that you understood the text, but it should not include the arguments that you will discuss later in the essay.

Dickinson introduces the theme of success in the first line of the poem. She begins by comparing success to nectar. Then, she uses the extended metaphor of a battle in order to demonstrate that the winner has less understanding of success than the loser.

The next paragraphs will contain your critical analysis. Use as many paragraphs as necessary to support your thesis.

Discuss the areas that you took notes on as you were reading. While a critical analysis should include your opinion, it needs to have evidence from the source material in order to be credible to readers. Be sure to use textual evidence to support your claims, and remember to explain your reasoning.

Dickinson’s comparison of success to nectar seems strange at first. However the first line “success is counted sweetest” brings to mind that this nectar could be bees searching for nectar to make honey. In this first stanza, Dickinson seems to imply that success requires work because bees are usually considered to be hard-working and industrious.

In the next two stanzas, Dickinson expands on the meaning of success. This time she uses the image of a victorious army and a dying man on the vanquished side. Now the idea of success is more than something you value because you have worked hard for it. Dickinson states that the dying man values success even more than the victors because he has given everything and still has not achieved success.

This last section is where you remind the readers of your thesis and make closing remarks to wrap up your essay. Avoid summarizing the main points of your critical analysis unless your essay is so long that readers might have forgotten parts of it.

In “Success is counted sweetest” Dickinson cleverly upends the reader’s usual thoughts about success through her unexpected use of metaphors. The poem may be short, but Dickinson conveys a serious theme in just a few carefully chosen words.

What type of language should be used in a critical analysis essay?

Because critical analysis papers are written in an academic setting, you should use formal language, which means:

• No contractions
• Avoid first-person pronouns (I, we, me)

Do not include phrases such as “in my opinion” or “I think”. In a critical analysis, the reader already assumes that the claims are your opinions.

Your instructor may have specific guidelines for the writing style to use. If the instructor assigns a style guide for the class, be sure to use the guidelines in the style manual in your writing.

Additional t ips for writing a critical analysis essay

To conclude this article, here are some additional tips for writing a critical analysis essay:

• Give yourself plenty of time to read the source material. If you have time, read through the text once to get the gist and a second time to take notes.
• Outlining your essay can help you save time. You don’t have to stick exactly to the outline though. You can change it as needed once you start writing.
• Spend the bulk of your writing time working on your thesis and critical analysis. The introduction and conclusion are important, but these sections cannot make up for a weak thesis or critical analysis.
• Give yourself time between your first draft and your second draft. A day or two away from your essay can make it easier to see what you need to improve.

Frequently Asked Questions about critical analyses

In the introduction of a critical analysis essay, you should give background information on the source that you are analyzing. Be sure to include the author’s name and the title of the work. Your thesis normally goes in the introduction as well.

A critical analysis has four main parts.

• Introduction

The focus of a critical analysis should be on the work being analyzed rather than on you. This means that you should avoid using first person unless your instructor tells you to do otherwise. Most formal academic writing is written in third person.

How many paragraphs your critical analysis should have depends on the assignment and will most likely be determined by your instructor. However, in general, your critical analysis paper should have three to six paragraphs, unless otherwise stated.

Your critical analysis ends with your conclusion. You should restate the thesis and make closing remarks, but avoid summarizing the main points of your critical analysis unless your essay is so long that readers might have forgotten parts of it.

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Academic writing: a practical guide

Criticality in academic writing.

• Academic writing
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Being critical is at the heart of academic writing, but what is it and how can you incorporate it into your work?

What is criticality?

What is critical thinking.

Have you ever received feedback in a piece of work saying 'be more critical' or 'not enough critical analysis' but found yourself scratching your head, wondering what that means? Dive into this bitesize workshop to discover what it is and how to do it:

Critical Thinking: What it is and how to do it (bitesize workshop)[YouTube]

University-level work requires both descriptive and critical elements. But what's the difference?

Descriptive

Being descriptive shows what you know about a topic and provides the evidence to support your arguments. It uses simpler processes like  remembering , understanding and applying . You might summarise previous research, explain concepts or describe processes.

Being critical pulls evidence together to build your arguments; what does it all mean together? It uses more complex processes: analysing ,  evaluating and creating . You might make comparisons, consider reasons and implications, justify choices or consider strengths and weaknesses.

Bloom's Taxonomy  is a useful tool to consider descriptive and critical processes:

Bloom's Taxonomy [YouTube]  |  Bloom's Taxonomy [Google Doc]

Find out more about critical thinking:

What is critical writing?

Academic writing requires criticality; it's not enough to just describe or summarise evidence, you also need to analyse and evaluate information and use it to build your own arguments. This is where you show your own thoughts based on the evidence available, so critical writing is really important for higher grades.

Explore the key features of critical writing and see it in practice in some examples:

Introduction to critical writing [Google Slides]

While we need criticality in our writing, it's definitely possible to go further than needed. We’re aiming for that Goldilocks ‘just right’ point between not critical enough and too critical. Find out more:

Critical reading

Criticality isn't just for writing, it is also important to read critically. Reading critically helps you:

• evaluative whether sources are suitable for your assignments.
• know what you're looking for when reading.
• find the information you need quickly.

Critical reading [Interactive tutorial]  |  Critical reading [Google Doc]

Find out more on our dedicated guides:

Using evidence critically

Academic writing integrates evidence from sources to create your own critical arguments.

We're not looking for a list of summaries of individual sources; ideally, the important evidence should be integrated into a cohesive whole.  What does the evidence mean altogether?  Of course, a critical argument also needs some critical analysis of this evidence.  What does it all mean in terms of your argument?

Find out more about using evidence to build critical arguments in our guide to working with evidence:

Critical language

Critical writing is going to require critical language. Different terms will give different nuance to your argument. Others will just keep things interesting! In the document below we go through some examples to help you out:

Assignment titles: critical or descriptive?

Assignment titles contain various words that show where you need to be descriptive and where you need to be critical. Explore some of the most common instructional words: 

Descriptive instructional words

define : give the precise meaning

examine : look at carefully; consider different aspects

explain : clearly describe how a process works, why a decision was made, or give other information needed to understand the topic

illustrate : explain and describe using examples

outline : give an overview of the key information, leaving out minor details

Critical instructional words

analyse : break down the information into parts, consider how parts work together

discuss : explain a topic, make comparisons, consider strengths & weaknesses, give reasons, consider implications

evaluate : assess something's worth, value or suitability for a purpose - this often leads to making a choice afterwards

justify : show the reasoning behind a choice, argument or standpoint

synthesise : bring together evidence and information to create a cohesive whole, integrate ideas or issues

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More guidance on breaking down assignment titles:

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Critical Analysis and Evaluation

Many assignments ask you to   critique   and   evaluate   a source. Sources might include journal articles, books, websites, government documents, portfolios, podcasts, or presentations.

When you   critique,   you offer both negative and positive analysis of the content, writing, and structure of a source.

When   you   evaluate , you assess how successful a source is at presenting information, measured against a standard or certain criteria.

Elements of a critical analysis:

opinion + evidence from the article + justification

Your   opinion   is your thoughtful reaction to the piece.

Evidence from the article  offers some proof to back up your opinion.

The   justification   is an explanation of how you arrived at your opinion or why you think it’s true.

How do you critique and evaluate?

When critiquing and evaluating someone else’s writing/research, your purpose is to reach an   informed opinion   about a source. In order to do that, try these three steps:

• How do you feel?
• What surprised you?
• What left you confused?
• What pleased or annoyed you?
• What was interesting?
• What is the purpose of this text?
• Who is the intended audience?
• What kind of bias is there?
• What was missing?
• See our resource on analysis and synthesis ( Move From Research to Writing: How to Think ) for other examples of questions to ask.
• sophisticated
• interesting
• undocumented
• disorganized
• superficial
• unconventional
• inappropriate interpretation of evidence
• unsound or discredited methodology
• traditional
• unsubstantiated
• unsupported
• well-researched
• easy to understand
• Opinion : This article’s assessment of the power balance in cities is   confusing.
• Evidence:   It first says that the power to shape policy is evenly distributed among citizens, local government, and business (Rajal, 232).
• Justification :  but then it goes on to focus almost exclusively on business. Next, in a much shorter section, it combines the idea of citizens and local government into a single point of evidence. This leaves the reader with the impression that the citizens have no voice at all. It is   not helpful   in trying to determine the role of the common voter in shaping public policy.  

Sample criteria for critical analysis

Sometimes the assignment will specify what criteria to use when critiquing and evaluating a source. If not, consider the following prompts to approach your analysis. Choose the questions that are most suitable for your source.

• What do you think about the quality of the research? Is it significant?
• Did the author answer the question they set out to? Did the author prove their thesis?
• Did you find contradictions to other things you know?
• What new insight or connections did the author make?
• How does this piece fit within the context of your course, or the larger body of research in the field?
• The structure of an article or book is often dictated by standards of the discipline or a theoretical model. Did the piece meet those standards?
• Did the piece meet the needs of the intended audience?
• Was the material presented in an organized and logical fashion?
• Is the argument cohesive and convincing? Is the reasoning sound? Is there enough evidence?
• Is it easy to read? Is it clear and easy to understand, even if the concepts are sophisticated?

33 Critical Analysis Examples

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

Critical analysis refers to the ability to examine something in detail in preparation to make an evaluation or judgment.

It will involve exploring underlying assumptions, theories, arguments, evidence, logic, biases, contextual factors, and so forth, that could help shed more light on the topic.

In essay writing, a critical analysis essay will involve using a range of analytical skills to explore a topic, such as:

• Evaluating sources
• Exploring strengths and weaknesses
• Exploring pros and cons
• Questioning and challenging ideas
• Comparing and contrasting ideas

If you’re writing an essay, you could also watch my guide on how to write a critical analysis essay below, and don’t forget to grab your worksheets and critical analysis essay plan to save yourself a ton of time:

Grab your Critical Analysis Worksheets and Essay Plan Here

Critical Analysis Examples

1. exploring strengths and weaknesses.

Perhaps the first and most straightforward method of critical analysis is to create a simple strengths-vs-weaknesses comparison.

Most things have both strengths and weaknesses – you could even do this for yourself! What are your strengths? Maybe you’re kind or good at sports or good with children. What are your weaknesses? Maybe you struggle with essay writing or concentration.

If you can analyze your own strengths and weaknesses, then you understand the concept. What might be the strengths and weaknesses of the idea you’re hoping to critically analyze?

Strengths and weaknesses could include:

• Does it seem highly ethical (strength) or could it be more ethical (weakness)?
• Is it clearly explained (strength) or complex and lacking logical structure (weakness)?
• Does it seem balanced (strength) or biased (weakness)?

You may consider using a SWOT analysis for this step. I’ve provided a SWOT analysis guide here .

2. Evaluating Sources

Evaluation of sources refers to looking at whether a source is reliable or unreliable.

This is a fundamental media literacy skill .

Steps involved in evaluating sources include asking questions like:

• Who is the author and are they trustworthy?
• Is this written by an expert?
• Is this sufficiently reviewed by an expert?
• Is this published in a trustworthy publication?
• Are the arguments sound or common sense?

For more on this topic, I’d recommend my detailed guide on digital literacy .

3. Identifying Similarities

Identifying similarities encompasses the act of drawing parallels between elements, concepts, or issues.

In critical analysis, it’s common to compare a given article, idea, or theory to another one. In this way, you can identify areas in which they are alike.

Determining similarities can be a challenge, but it’s an intellectual exercise that fosters a greater understanding of the aspects you’re studying. This step often calls for a careful reading and note-taking to highlight matching information, points of view, arguments or even suggested solutions.

Similarities might be found in:

• The key themes or topics discussed
• The theories or principles used
• The demographic the work is written for or about
• The solutions or recommendations proposed

Remember, the intention of identifying similarities is not to prove one right or wrong. Rather, it sets the foundation for understanding the larger context of your analysis, anchoring your arguments in a broader spectrum of ideas.

Your critical analysis strengthens when you can see the patterns and connections across different works or topics. It fosters a more comprehensive, insightful perspective. And importantly, it is a stepping stone in your analysis journey towards evaluating differences, which is equally imperative and insightful in any analysis.

4. Identifying Differences

Identifying differences involves pinpointing the unique aspects, viewpoints or solutions introduced by the text you’re analyzing. How does it stand out as different from other texts?

To do this, you’ll need to compare this text to another text.

Differences can be revealed in:

• The potential applications of each idea
• The time, context, or place in which the elements were conceived or implemented
• The available evidence each element uses to support its ideas
• The perspectives of authors
• The conclusions reached

Identifying differences helps to reveal the multiplicity of perspectives and approaches on a given topic. Doing so provides a more in-depth, nuanced understanding of the field or issue you’re exploring.

This deeper understanding can greatly enhance your overall critique of the text you’re looking at. As such, learning to identify both similarities and differences is an essential skill for effective critical analysis.

My favorite tool for identifying similarities and differences is a Venn Diagram:

To use a venn diagram, title each circle for two different texts. Then, place similarities in the overlapping area of the circles, while unique characteristics (differences) of each text in the non-overlapping parts.

6. Identifying Oversights

Identifying oversights entails pointing out what the author missed, overlooked, or neglected in their work.

Almost every written work, no matter the expertise or meticulousness of the author, contains oversights. These omissions can be absent-minded mistakes or gaps in the argument, stemming from a lack of knowledge, foresight, or attentiveness.

Such gaps can be found in:

• Missed opportunities to counter or address opposing views
• Failure to consider certain relevant aspects or perspectives
• Incomplete or insufficient data that leaves the argument weak
• Failing to address potential criticism or counter-arguments

By shining a light on these weaknesses, you increase the depth and breadth of your critical analysis. It helps you to estimate the full worth of the text, understand its limitations, and contextualize it within the broader landscape of related work. Ultimately, noticing these oversights helps to make your analysis more balanced and considerate of the full complexity of the topic at hand.

You may notice here that identifying oversights requires you to already have a broad understanding and knowledge of the topic in the first place – so, study up!

7. Fact Checking

Fact-checking refers to the process of meticulously verifying the truth and accuracy of the data, statements, or claims put forward in a text.

Fact-checking serves as the bulwark against misinformation, bias, and unsubstantiated claims. It demands thorough research, resourcefulness, and a keen eye for detail.

Fact-checking goes beyond surface-level assertions:

• Examining the validity of the data given
• Cross-referencing information with other reliable sources
• Scrutinizing references, citations, and sources utilized in the article
• Distinguishing between opinion and objectively verifiable truths
• Checking for outdated, biased, or unbalanced information

If you identify factual errors, it’s vital to highlight them when critically analyzing the text. But remember, you could also (after careful scrutiny) also highlight that the text appears to be factually correct – that, too, is critical analysis.

8. Exploring Counterexamples

Exploring counterexamples involves searching and presenting instances or cases which contradict the arguments or conclusions presented in a text.

Counterexamples are an effective way to challenge the generalizations, assumptions or conclusions made in an article or theory. They can reveal weaknesses or oversights in the logic or validity of the author’s perspective.

Considerations in counterexample analysis are:

• Identifying generalizations made in the text
• Seeking examples in academic literature or real-world instances that contradict these generalizations
• Assessing the impact of these counterexamples on the validity of the text’s argument or conclusion

Exploring counterexamples enriches your critical analysis by injecting an extra layer of scrutiny, and even doubt, in the text.

By presenting counterexamples, you not only test the resilience and validity of the text but also open up new avenues of discussion and investigation that can further your understanding of the topic.

See Also: Counterargument Examples

9. Assessing Methodologies

Assessing methodologies entails examining the techniques, tools, or procedures employed by the author to collect, analyze and present their information.

The accuracy and validity of a text’s conclusions often depend on the credibility and appropriateness of the methodologies used.

Aspects to inspect include:

• The appropriateness of the research method for the research question
• The adequacy of the sample size
• The validity and reliability of data collection instruments
• The application of statistical tests and evaluations
• The implementation of controls to prevent bias or mitigate its impact

One strategy you could implement here is to consider a range of other methodologies the author could have used. If the author conducted interviews, consider questioning why they didn’t use broad surveys that could have presented more quantitative findings. If they only interviewed people with one perspective, consider questioning why they didn’t interview a wider variety of people, etc.

See Also: A List of Research Methodologies

10. Exploring Alternative Explanations

Exploring alternative explanations refers to the practice of proposing differing or opposing ideas to those put forward in the text.

An underlying assumption in any analysis is that there may be multiple valid perspectives on a single topic. The text you’re analyzing might provide one perspective, but your job is to bring into the light other reasonable explanations or interpretations.

Cultivating alternative explanations often involves:

• Formulating hypotheses or theories that differ from those presented in the text
• Referring to other established ideas or models that offer a differing viewpoint
• Suggesting a new or unique angle to interpret the data or phenomenon discussed in the text

Searching for alternative explanations challenges the authority of a singular narrative or perspective, fostering an environment ripe for intellectual discourse and critical thinking . It nudges you to examine the topic from multiple angles, enhancing your understanding and appreciation of the complexity inherent in the field.

A Full List of Critical Analysis Skills

• Exploring Strengths and Weaknesses
• Evaluating Sources
• Identifying Similarities
• Identifying Differences
• Identifying Biases
• Hypothesis Testing
• Fact-Checking
• Exploring Counterexamples
• Assessing Methodologies
• Exploring Alternative Explanations
• Pointing Out Contradictions
• Challenging the Significance
• Cause-And-Effect Analysis
• Assessing Generalizability
• Highlighting Inconsistencies
• Reductio ad Absurdum
• Comparing to Expert Testimony
• Comparing to Precedent
• Reframing the Argument
• Pointing Out Fallacies
• Questioning the Ethics
• Clarifying Definitions
• Challenging Assumptions
• Exposing Oversimplifications
• Highlighting Missing Information
• Demonstrating Irrelevance
• Assessing Effectiveness
• Assessing Trustworthiness
• Recognizing Patterns
• Differentiating Facts from Opinions
• Analyzing Perspectives
• Prioritization
• Making Predictions
• Conducting a SWOT Analysis
• PESTLE Analysis
• Asking the Five Whys
• Correlating Data Points
• Finding Anomalies Or Outliers
• Comparing to Expert Literature
• Drawing Inferences
• Assessing Validity & Reliability

Analysis and Bloom’s Taxonomy

Benjamin Bloom placed analysis as the third-highest form of thinking on his ladder of cognitive skills called Bloom’s Taxonomy .

This taxonomy starts with the lowest levels of thinking – remembering and understanding. The further we go up the ladder, the more we reach higher-order thinking skills that demonstrate depth of understanding and knowledge, as outlined below:

Here’s a full outline of the taxonomy in a table format:

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 15 Green Flags in a Relationship
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 15 Signs you're Burnt Out, Not Lazy
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 15 Toxic Things Parents Say to their Children
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd-2/ 15 Red Flags Early in a Relationship

2 thoughts on “33 Critical Analysis Examples”

THANK YOU, THANK YOU, THANK YOU! – I cannot even being to explain how hard it has been to find a simple but in-depth understanding of what ‘Critical Analysis’ is. I have looked at over 10 different pages and went down so many rabbit holes but this is brilliant! I only skimmed through the article but it was already promising, I then went back and read it more in-depth, it just all clicked into place. So thank you again!

You’re welcome – so glad it was helpful.

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Academic writing: Writing critically

Learn how to show critical analysis in academic writing and write critically.

Critical analysis

Writing critically, writing a critique (or critical review).

What does the term “critical analysis” mean in the context of academic writing? Showing critical analysis in academic writing could mean:

• Demonstrating your understanding of reading/evidence (“this appears to demonstrate that…”; “this implies…”; “this could result in…”).
• Showing reasoning and conclusions from your reading/reflections (“therefore…”; “as such…”).
• Considering questions such as “why”, “what if” and “so what”.
• Showing you understand how different ideas/evidence/perspectives relate to each other (“this is linked to Smith's concept of X…”; Building on Jones (2012), Green (2016) suggests…”).
• Demonstrating an understanding of how theories or research apply in your practice/context.
• Identifying possible limitations of research/theory and how these relate to your own arguments or own context (“in the context of international development…”; “in terms of learning in the Science classroom…”).
• Identifying how something could be interpreted or done differently (in relation to your reading and/or practice).

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Criticality?

If you have been told your writing is not critical enough, it probably means that your writing treats the knowledge claims as if they are true, well-supported, and applicable in the context you are writing about. This may not always be the case.

In these two examples, the extracts refer to the same section of text. In each example, the section that refers to a source has been highlighted in bold. The note below the example then explains how the writer has used the source material. 

Example a: " There is a strong positive effect on students, both educationally and emotionally, when the instructors try to learn to say students' names without making pronunciation errors (Kiang, 2004)". This is a simple paraphrase with no critical comment. It looks like the writer agrees with Kiang. This is not a good example of critical writing, as the writer has not made any critical comment.

Example b: "Kiang (2004) gives various examples to support his claim that 'the positive emotional and educational impact on students is clear' (p.210) when instructors try to pronounce students' names in the correct way. He quotes one student, Nguyet, as saying that he 'felt surprised and happy' (p.211) when the tutor said his name clearly . The emotional effect claimed by Kiang is illustrated in quotes such as these, although the educational impact is supported more indirectly through the chapter. Overall, he provides more examples of students being negatively affected by incorrect pronunciation, and it is difficult to find examples within the text of a positive educational impact as such". The writer describes Kiang's (2004) claim and the examples which he uses to try to support it. The writer then comments that the examples do not seem balanced and may not be enough to support the claims fully. This is a better example of writing which expresses criticality.

A critique (or critical review) is not to be mistaken for a literature review. A “critical review”, or “critique”, is a complete type of text (or genre), discussing one particular article or book in detail. In some instances, you may be asked to write a critique of two or three articles (e.g. a comparative critical review). In contrast, a “literature review”, which also needs to be “critical”, is a part of a larger type of text, such as a chapter of your dissertation. Most importantly: read your article/book as many times as possible, as this will make the critical review much easier.

Read and take notes

To improve your reading confidence and efficiency, visit our pages on reading. After you are familiar with the text, make notes on some of the following questions.

Choose the questions which seem suitable:

• What kind of article is it (for example does it present data or does it present purely theoretical arguments)?
• What is the main area under discussion?
• What are the main findings?
• What are the stated limitations?
• Where does the author's data and evidence come from? Are they appropriate/sufficient?
• What are the main issues raised by the author?
• What questions are raised?
• How well are these questions addressed?
• What are the major points/interpretations made by the author in terms of the issues raised?
• Is the text balanced? Is it fair/biased?
• Does the author contradict herself?
• How does all this relate to other literature on this topic?
• How does all this relate to your own experience, ideas and views?
• What else has this author written? Do these build/complement this text?
• (Optional) Has anyone else reviewed this article? What did they say? Do I agree with them?

Organise your writing

You first need to summarise the text that you have read. One reason to summarise the text is that the reader may not have read the text. 

In your summary, you will:

• Focus on points within the article that you think are interesting.
• Summarise the author(s) main ideas or argument.
• Explain how these ideas/argument have been constructed. For example, is the author basing her arguments on data that they have collected? Are the main ideas/argument purely theoretical?

In your summary you might answer the following questions:

• Why is this topic important?
• Where can this text be located? For example, does it address policy studies?
• What other prominent authors also write about this?

Evaluation is the most important part in a critical review. Use the literature to support your views. You may also use your knowledge of conducting research, and your own experience. Evaluation can be explicit or implicit.

Explicit evaluation

Explicit evaluation involves stating directly (explicitly) how you intend to evaluate the text, e.g. "I will review this article by focusing on the following questions. First, I will examine the extent to which the authors contribute to current thought on Second Language Acquisition (SLA) pedagogy. After that, I will analyse whether the authors' propositions are feasible within overseas SLA classrooms."

Implicit evaluation

Implicit evaluation is less direct. The following section on Linguistic features of writing a critical review contains language that evaluates the text. A difficult part of the evaluation of a published text (and a professional author) is how to do this as a student. There is nothing wrong with making your position as a student explicit and incorporating it into your evaluation. Examples of how you might do this can be found in the section on Linguistic features of writing a critical review. You need to remember to locate and analyse the author's argument when you are writing your critical review. For example, you need to locate the authors' view of classroom pedagogy as presented in the book/article and not present a critique of views of classroom pedagogy in general.

Linguistic features of a critical review

The following examples come from published critical reviews. Some of them have been adapted for student use.

• This article/book is divided into two/three parts. First...
• While the title might suggest...
• The tone appears to be...
• [Title] is the first/second volume in the series [Title], edited by... The books/articles in this series address...
• The second/third claim is based on...
• The author challenges the notion that...
• The author tries to find a more middle ground/make more modest claims...
• The article/book begins with a short historical overview of...
• Numerous authors have recently suggested that... (see [Author, Year]; [Author, Year]). [Author] would also be one such author. With his/her argument that...
• To refer to [Title] as a... is not to say that it is...
• This book/article is aimed at... This intended readership...
• The author's book/article examines the... To do this, the author first...
• The author develops/suggests a theoretical/pedagogical model to…
• This book/article positions itself firmly within the field of...
• The author in a series of subtle arguments, indicates that he/she...
• The argument is therefore...
• The author asks "..."
• With a purely critical/postmodern take on...
• [Topic], as the author points out, can be viewed as...
• In this recent contribution to the field of... this British author...
• As a leading author in the field of...
• This book/article nicely contributes to the field of... and complements other work by this author...
• The second/third part of... provides/questions/asks the reader...
• [Title] is intended to encourage students/researchers to...
• The approach taken by the author provides the opportunity to examine... in a qualitative/quantitative research framework that nicely complements...
• The author notes/claims that state support/a focus on pedagogy/the adoption of...remains vital if...
• According to [Author, Year] teaching towards examinations is not as effective as it is in other areas of the curriculum. This is because, as [Author, Year] claims that examinations have undue status within the curriculum.
• According to [Author, Year]… is not as effective in some areas of the curriculum/syllabus as others. Therefore, the author believes that this is a reason for some schools…
• This argument is not entirely convincing, as...furthermore it commodifies/rationalises the...
• Over the last five/10 years the view of... has increasingly been viewed as “complicated” (see [Author, Year]; [Author, Year]).
• However, through trying to integrate... with... the author...
• There are difficulties with such a position.
• Inevitably, several crucial questions are left unanswered/glossed over by this insightful/timely/interesting/stimulating book/article. Why should...
• It might have been more relevant for the author to have written this book/article as...
• This article/book is not without disappointment from those who would view... as...
• This chosen framework enlightens/clouds...
• This analysis intends to be... but falls a little short as...
• The authors rightly conclude that if...
• A detailed, well-written and rigorous account of...
• As a Korean student I feel that this article/book very clearly illustrates...
• The beginning of... provides an informative overview of...
• The tables/figures do little to help/greatly help the reader...
• The reaction by scholars who take a... approach might not be so favourable (e.g. Author, Year).
• This explanation has a few weaknesses that other researchers have pointed out (see [Author, Year]; [Author, Year]). The first is...
• On the other hand, the author wisely suggests/proposes that... By combining these two dimensions...
• The author's brief introduction to... may leave the intended reader confused as it fails to properly...
• Despite my inability to... I was greatly interested in...
• Even where this reader/I disagree(s), the author's effort to...
• The author thus combines... with... to argue... which seems quite improbable for a number of reasons. First...
• Perhaps this aversion to... would explain the author's reluctance to...
• As a second language student from ... I find it slightly ironic that such an Anglo-centric view is...
• The reader is rewarded with...
• Less convincing is the broad-sweeping generalisation that...
• There is no denying the author's subject knowledge nor his/her...
• The author's prose is dense and littered with unnecessary jargon...
• The author's critique of...might seem harsh but is well supported within the literature (see [Author, Year]; [Author, Year]; [Author, Year]). Aligning herself with the author, [Author, Year] states that...
• As it stands, the central focus of [Title] is well/poorly supported by its empirical findings...
• Given the hesitation to generalise to... the limitation of... does not seem problematic...
• For instance, the term... is never properly defined and the reader is left to guess as to whether...
• Furthermore, to label... as... inadvertently misguides...
• In addition, this research proves to be timely/especially significant to... as recent government policy/proposals has/have been enacted to...
• On this well-researched/documented basis the author emphasises/proposes that...
• Nonetheless, other research/scholarship/data tend to counter/contradict this possible trend/assumption... (see [Author, Year]; [Author, Year]).
• Without entering into details of the..., it should be stated that [Title] should be read by... others will see little value in...
• As experimental conditions were not used in the study the word “significant” misleads the reader.
• The article/book becomes repetitious in its assertion that...
• The thread of the author's argument becomes lost in an overuse of empirical data...
• Almost every argument presented in the final section is largely derivative, providing little to say about...
• She/he does not seem to take into consideration; however, that there are fundamental differences in the conditions of…
• As [Author, Year] points out, however, it seems to be necessary to look at…
• This suggests that having low… does not necessarily indicate that… is ineffective.
• Therefore, the suggestion made by [Author, Year]… is difficult to support.
• When considering all the data presented… it is not clear that the low scores of some students, indeed, reflect…
• Overall, this article/book is an analytical look at... which within the field of... is often overlooked.
• Despite its problems, [Title] offers valuable theoretical insights/interesting examples/a contribution to pedagogy and a starting point for students/researchers of... with an interest in...
• This detailed and rigorously argued...
• This first/second volume/book/article by... with an interest in... is highly informative...

An important note

We recommend that you do not search for other university guidelines on critical reviews. This is because the expectations may be different at other institutions. Ask your tutor for more guidance or examples if you have further questions.

How to write a Critical Analysis in Nursing – Full Guide and Examples

Rachel andel rn, bsn.

• August 9, 2022
• Nursing Writing Guides

How to write a Critical Analysis in Nursing

Nursing is a demanding and highly specialized field that requires critical analysis. Whether you are a new nurse or have been working in the field for years, writing a critical analysis can be daunting. In this article, we will show you how to write a critical analysis in nursing using a step-by-step process.

What is a Critical Analysis in nursing?

A Critical Analysis is a comprehensive, in-depth analysis of a text or piece of media. It can be used to explore the author’s intentions, analyze the plot, assess the characters, and determine the overall impact of the work.

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Why is it important to do a Critical Analysis?

Critical Analysis skills are essential for nurses as they work in both clinical and academic settings. They are also important for students who want to develop analytical skills and read critically. In addition, Critical Analyses provide nursing staff with insights into how other people have viewed a particular text or piece of media. This information can help nurses make informed decisions about patient care.

How do I do a Critical Analysis?

There is no one way to do a Critical Analysis. However, there are some key steps that you should take into account when undertaking this type of analysis:

1) Read the text or piece of media carefully;

2) Identify the main themes and ideas presented in the text;

3) Analyze these themes and ideas in depth;

4) Weigh each theme and idea against one another;

5) Write your analysis in an objective manner;

If you are a nursing student looking to learn how to write a critical analysis, you have come to the right place. In this article, we will teach you the basics of writing a critical analysis, including what to include and why. We will also provide some tips for how to structure your essay so that it is clear and easy to read. Finally, we will provide a sample critical analysis of a fictional novel to help you get started.

There are a few steps in writing a critical analysis of literature. In this article, we will discuss the different steps involved in writing a critical analysis and give you an example of how to go about it.

Step One: Choose Your Literature

The first step is to choose the literature you would like to analyze. This could be anything from a journal article to a novel. Once you have chosen your work, it is time to read it with an open mind. When reading any piece of literature, try to focus on the author’s purpose and message. Note what is important to them and how they communicate their ideas. After reading the work, take some time to formulate your thoughts about it in writing.

Step Two: Analyze the Text

Once you have formed your thoughts about the text, it is time to begin analyzing it. In order to do this, you will need to pay close attention to the author’s use of language and structure. Do they use specific words or phrases frequently? Why or why not? How does their choice of words affect their meaning? Are there any specific passages which stand out as particularly effective or ineffective? Once you have analyzed the text,write down your thoughts in a clear and concise manner.

Step Three: Evaluate the Theme and Ideas

Once you have analyzed the text, it is time to look at the main themes and ideas. What are they? What does the author want readers to take away from the work? Are the themes consistent throughout the text? How do the different themes connect? Once you have identified the main themes and ideas, write about them in your analysis. Do you think they are effectively communicated? Are there any elements of the text that you don’t agree with?

Step Four: Consider Your Opinion

After analyzing and evaluating the text, it is important to share your thoughts with readers. In writing a critical analysis, it is important to be objective. This means that you should not express your own opinions or biases in your writing. Instead, focus on providing readers with an objective perspective on the work. Is it worth reading? Why or why not? Is there anything else you would like to say about it?

How to format a Critical Analysis in Nursing

Critical analysis template.

Introduction

• Develop a topic sentence in which you will define the purpose of the Research Critique • Formulate a thesis statement which briefly provides a broad indication of your point of view in composing this assignment . • Include a summary outline to describe the organization and main topics you will include in the body paragraphs of the assignments (see below sections). Protection of Human Participants • Identify the benefits and risks of participation addressed by the authors. Were there benefits or risks the authors do not identify? • Was informed consent obtained from the subjects or participants? • Did it seem that the subjects participated voluntarily in the study? • Was institutional review board approval obtained from the agency in which the study was conducted?

Data Collection • Are the major variables (independent and dependent variables) identified and defined? What were these variables? • How were data collected in this study? • What rationale did the author provide for using this data collection method? • Identify the time period for data collection of the study. • Describe the sequence of data collection events for a participant.

Data Management and Analysis • Describe the data management and analysis methods used in the study. • Did the author discuss how the rigor of the process was assured? For example, does the author describe maintaining a paper trail of critical decisions that were made during the analysis of the data? Was statistical software used to ensure accuracy of the analysis? • What measures were used to minimize the effects of researcher bias (their experiences and perspectives)? For example, did two researchers independently analyze the data and compare their analyses?

Findings / Interpretation of Findings: Implications for Practice and Future Research • What is the researcher’s interpretation of findings? • Are the findings valid or an accurate reflection of reality? Do you have confidence in the findings? • What limitations of the study were identified by researchers ? • Was there a coherent logic to the presentation of findings? • What implications do the findings have for nursing practice? For example, can the study findings be applied to general nursing practice, to a specific population, to a specific area of nursing? • What suggestions are made for further studies?

Conclusion • Emphasize the importance and congruity of the thesis statement • Provide a logical wrap-up to bring the appraisal to completion and to leave a lasting impression and take-away points useful in nursing practice. • Incorporate a critical appraisal and a brief analysis of the utility and applicability of the findings to nursing practice. • Integrate a summary of the knowledge learned. Place your order now for a similar paper and have exceptional work written by our team of experts to guarantee you A Results.

Critical Analysis Essay Example Outline

Title: A critical analysis of a health promotion intervention: Diabetes effecting Schizophrenia patients

• A 2000 word essay based on a health promotion on Diabetes effecting Schizophrenia patients
• Activity that you have undertaken (or closely participated in) whilst on clinical placement.
• A rationale for the importance/necessity of the health promotion (hp) intervention that includes relevant epidemiological data and relates to contemporary health and/or social policy
• Application of a suitable health promotion model and/ or behaviour change theory to the activity undertaken.
• Critical consideration of health literacy in both the delivery of the health promotion activity and any supporting materials used.
• An evaluation of your health promotion activity.

• You need to demonstrate sound understanding of health promotion policy, evidence and theory related to your topic area. • You will not be able to address every health promotion theory, choose one model only and apply this to your topic; • Your essay should have a logical structure and have a systematic approach to care based on the Nursing Process. • Consider a paragraph for each concept and aspect of your essay.

Critical analysis requires objectivity and a critical perspective. It allows nurses to assess their own practice as well as the practices of others. To be effective, critical analysis must be structured and organized . The following steps can help you format a critical analysis:

1) Identify the purpose of the critical analysis. 2) Identify the literature that will be used in the analysis. 3) distill the information from the literature into a clear, concise, and objective statement. 4) Evaluate the strengths and weaknesses of the theory or practice being analyzed. 5) Suggest ways that the theory or practice could be improved.

The purpose of this critical analysis is to improve understanding of the strengths and weaknesses of a particular theory or practice used in nursing. The literature that will be used in this analysis includes both academic sources and clinical practice .

The information from the literature will be distilled into a clear, concise, and objective statement. The strengths and weaknesses of the theory or practice being analyzed will be evaluated. Suggestions for improving the theory or practice will be made.

How to write the introduction of a critical analysis paper

In order to write a successful introduction to your critical analysis paper, you must first establish the purpose of the paper. The purpose of this paper should be clear from the title and introduction, and should help to orient the reader towards your main points.

Once you have determined the purpose of your paper, you must introduce the reader to your main argument. You should begin by explaining why you believe that your chosen topic is important, and then provide evidence to support your claim. You may also want to mention any relevant historical or literary context, in order to give your argument a greater sense of resonance.

Finally, you should wrap up your introduction by stating how readers can use your paper as a blueprint for their own critical analysis work.

In conclusion, make sure that your introduction is concise and well-organized, so that readers will easily understand what lies ahead in the paper.

If you have any questions or would like help with writing your introduction , please don’t hesitate to reach out to one of our professional writers .

How to write the conclusion of a critical analysis paper in Nursing

The conclusion of a critical analysis paper in nursing is an important part of the paper. It should provide a summary of the main points made in the body of the essay, as well as give readers a sense of what the writer believes about the subject matter.

Capella University Nursing Quality Key Indicator Discussion

It should also provide a suggestion for future research or teaching on the topic.

When writing a conclusion for a critical analysis paper, it is important to keep in mind the purpose of the essay.

The goal is not to provide an exhaustive review of all aspects of the subject matter, but rather to provide readers with an overview of what has been discussed and to offer some ideas for further exploration. This means that conclusions should be brief and to the point.

It is also important to remember that conclusions do not have to be original or unique. In fact, they can often be based on ideas that have been introduced throughout the essay.

Rather than coming up with new ideas on their own, it can be helpful to borrow from other sources when writing a conclusion.

This will help to ensure that your argument is sound and that readers will understand your position on the subject matter.

Nursing Concept Map example pdf on RSV Bronchiolitis/Bronchiolitis

When writing the conclusion of a critical analysis paper, it is important to be concise and to provide the reader with a clear understanding of your argument. Here are some tips on how to write a conclusion that meets these goals:

– Summarize your main points and support them with evidence. – State your conclusions clearly and concisely. – Offer a solution or recommendations for future research

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How to write a critical review

Our guide on what it means to think critically when assessing a piece of writing for a student assignment or a workplace project.

When an academic assignment asks you to “critically review” or include a “critical analysis” of the work of other people, it generally means that you’ll need to “think critically”. This means analysing and assessing the work in terms of what the author was trying to achieve, the approach they took, how they conducted the research, and whether the outcomes were valid and acceptable. 

A critical review evaluates the strengths and weaknesses of an item’s ideas and content. It provides description, analysis and interpretation that assess the item’s value. It’s an exercise that can be carried out on many different types of writing, but is most often carried out on a report, a book or a journal article. 

Thousands of publications relevant to HR appear every year, via established journals, websites, management consultancy reports and universities all over the world. With so much information becoming available, many of which offer new ideas, new HR theories and approaches, it’s important that HR practitioners can evaluate whether what they read is valid, sound and unbiased. We can’t take everything we read at face value, and it’s an important skill, and a very important activity to conduct, if you’re going to base corporate change and your proposals to management on information from published sources. 

On this page

Selecting an item to review, the critical review process, writing the critical review, useful contacts and books, view our other study guides.

For study purposes, it's likely that you'll be asked to carry out a critical review of one or more journal articles. You may be directed to a specific journal article, or asked to select one based on your own research on a particular topic, or on a topic of your choice.  

If you're given options to make a choice, you're more likely to achieve the required outcome if you use well-known academic journals. These might be found in a library, on HR websites such as HR Focus, or via any online journal hosting service, such as EBSCO which is provided free to CIPD members.  

An article will only be useful for a critical review assignment if the author has stated what the question was, how the research was done and the outcomes or conclusions based on the facts and evidence listed.  

What is a journal?  

A journal (sometimes also called a “ periodical ” ) is a publication produced on a regular continuing basis – it may be weekly, monthly, quarterly (every three months) or annually.  

The titles of journals (for example The Journal of Occupational Psychology ) indicate the main topic focus of the articles contained in it.  

As they are published regularly, journals usually have volume and issue numbers, and sometimes months, to identify them.  

A volume usually covers a specific year – so, for example, volume 45 may be all the issues published in 2013.  

A n issue number refers to a specific instalment of the journal within that volume – they are often numbered issue or number 1, 2, 3, etc.  

A s well as, or instead of, a volume and issue number, some journals use the month of publication. This information is often crucial in finding specific articles.  

There are two main types of journal :  

Academic journal (also called scholarly journals) – T hese often contain research articles written by subject experts; they contain academic commentary and critical evaluation of issues by experts. The articles will be written in an academic style and they may be “ refereed ” or “ peer-reviewed ” – that is they articles are assessed, often by members of an editorial board who are experts in the field, before they are accepted for publication. Articles from this type of journal are usually suitable for a critical review exercise. The International Journal of Human Resource Management and Harvard Business Review are examples.  

Trade or professional journals – T hese usually contain news articles and comment on current issues. The articles often contain practical information and are written in everyday language. They also often have a “ jobs ” section and news of people in that profession. They are likely to be written by journalists rather than academics and don't usually have such rigorous publishing criteria. These articles may not be so suitable for a critical review exercise. People Management is an example.  

Take time to:  

Think about what content are you expecting, based on the title?  

Read the abstract for a summary of the author's arguments.  

Study the list of references to determine what research contributed to the author's arguments. Are the references recent? Do they represent important work in the field by accredited authors?  

Find out more about the author to learn what authority they have to write about the subject. Have they published other works which have been peer-assessed by other experts?  

Read the article carefully, but straight-through the first time to form an impression. You may find it useful to note down your initial reactions and questions. Then re-read it, either right-through or in sections, taking notes of the key ideas. Use these questions as a framework.  

Who was the article written for?  

Why has the author written the article? To survey and summarise research on a topic? Or to present an argument that builds on past research? Or to disagree with another writer’s stated argument?  

Does the author define important terms?  

Is the information in the article fact or opinion? Facts can be verified, while opinions arise from perceptions and interpretation.  

Is the article well-structured? Is it organised logically and easy to follow?  

Is the information well-researched, or is it largely unsupported?  

What are the author’s central arguments or conclusions? Are they supported by evidence and analysis?  

If the article reports on an experiment or study, does the author clearly outline methodology and the expected result?  

Is the article lacking any information or arguments that you expected to find?  

For more on effective reading and note-taking, see our guide on studying effectively.  

A key part of a critical review is assessing the author's “argument”. In this context, the argument is the line of reasoning or the approach or point of view of the author. It may be the author is defending a particular idea. They may be trying to make a case for something, perhaps a new idea, in which case there would then need to be evidence, examples and a clear set of conclusions coming from the research, or investigation done. To be academically acceptable, any outcomes stated should not be just the author's ideas alone, they must be backed up with valid, appropriate evidence.  

Questions to ask yourself about the item you're reviewing are:  

Is there a logical progression through the argument?  

Do you feel the argument is strong enough?  

Is there enough valid evidence?  

Does the author make any assumptions and, if so, are they reasonable?  

Are any surveys valid – for example, is the sample size representative and large enough for any conclusions to be valid?  

Would the findings and conclusions apply to other organisations, or are they too specific? Why?  

Do you think the author was biased? Why? For example, it can be useful to think about who funded the research and whether could that have influenced the findings.  

It's important to remember that you don't need to agree with the author's views – this would form part of your critical thinking.  

A key skill when thinking critically is to be objective in what you are reading or thinking through. Look at both sides of the argument, think of some tests you could do to establish if the ideas are sound. You might apply them to your own organisation for instance.  

The output from critical thinking in a professional context is usually a report – a critical review of the item(s) chosen for a given purpose (for example, as student assignment or, in a work setting, to a project team).  

The steps are to:  

Select your area for review, and the reason for choosing it.  

Identify the different information sources reviewed, naming type, when accessed, and through which online database or source.  

Explain why you chose these source(s) to review (unless they were given to you).  

Highlight and comment on the different research approaches and methods used by the author(s).  

Comment on the argument and conclusions, drawing where necessary on your wider research.  

If required, make recommendations to named stakeholders for sustaining or improving practice, based on the findings in your sources.

Open University – critical reading techniques  

Open University – critically processing what you read  

Palgrave Study Skills – critical thinking  

CAMERON, S. (2009) The business student's handbook: skills for study and employment . 5th ed. Harlow: Pearson Education.  

COTTRELL, S. (2013) The study skills handbook . 4th ed. Basingstoke: Palgrave Macmillan.  

COTTRELL, S. (2011) Critical thinking skills . 2nd ed. Basingstoke: Palgrave Macmillan.  

HORN. R. (2009) The business skills handbook . London: CIPD.  

NORTHEDGE, A. (2005) The good study guide . 2nd ed. Milton Keynes: Open University.  

OPEN UNIVERSITY. (2007) Develop effective study strategies . Milton Keynes: Open University

Our guide to helping you compile bibliographies based on the Harvard system.

There are a number of key considerations when developing an approach to studying to suit you. These study tips will help ensure you study effectively.

Practical advice on the report-writing process, with key steps to improve the quality of business reports

An academic essay is a formal piece of writing which presents an argument to the reader. Learn how to write persuasive and robust academic essays.

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Critical analysis

Critical thinking is an essential skill at university. It includes making judgements, forming your own opinions and developing your own arguments in response to classes and seminars, and during the reading and writing process. It involves applying rational and logical thinking while deconstructing the texts you read (and write) at university. Browne and Keeley (2001, p. 2) define critical thinking as:

• an awareness of a set of interrelated critical questions
• the ability to ask and answer critical questions at appropriate times
• the desire to actively use the critical questions.

In answering the questions you have posed about a text you will develop a body of useful insights and knowledge about it. You can then use this information in discussions, in seminars, in your thinking and decision making and in your academic writing.

Asking questions

Asking questions – and then answering them – is the foundation of critical analysis. Start by asking questions that relate to the context of a text. Then ask questions about the author's argument and the evidence provided to support it. You should also consider the style of writing and how it affects the clarity with which the author's argument is presented.

Thinking critically in science and the arts

When we think critically, we are not passively accepting everything we read and hear, but questioning, evaluating, making judgements, finding connections and categorising. It means being open to other points of view and not being blinded by our own biases. Although critical thinking involves asking questions and identifying problems in all disciplines, there are different processes associated with science and the arts.

Understanding the terminology, which describes how we think critically, can help you to formulate arguments and organise your ideas in preparation for assignments.

(Windschuttle & Elliot 1999)

Browne, M & Keeley, S 2001, Asking the right questions: a guide to critical thinking , 6th edn, Prentice-Hall, Upper Saddle River, N.J.

Windschuttle, K & Elliot, E 1999, Writing, researching, communicating: communication skills for the information age , 3rd edn, McGraw-Hill, Sydney.

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Organizing Your Social Sciences Research Assignments

• Annotated Bibliography
• Analyzing a Scholarly Journal Article
• Group Presentations
• Dealing with Nervousness
• Using Visual Aids
• Grading Someone Else's Paper
• Types of Structured Group Activities
• Group Project Survival Skills
• Leading a Class Discussion
• Multiple Book Review Essay
• Reviewing Collected Works
• Writing a Case Analysis Paper
• Writing a Case Study
• About Informed Consent
• Writing Field Notes
• Writing a Policy Memo
• Writing a Reflective Paper
• Writing a Research Proposal
• Generative AI and Writing
• Acknowledgments

Definition and Introduction

Case analysis is a problem-based teaching and learning method that involves critically analyzing complex scenarios within an organizational setting for the purpose of placing the student in a “real world” situation and applying reflection and critical thinking skills to contemplate appropriate solutions, decisions, or recommended courses of action. It is considered a more effective teaching technique than in-class role playing or simulation activities. The analytical process is often guided by questions provided by the instructor that ask students to contemplate relationships between the facts and critical incidents described in the case.

Cases generally include both descriptive and statistical elements and rely on students applying abductive reasoning to develop and argue for preferred or best outcomes [i.e., case scenarios rarely have a single correct or perfect answer based on the evidence provided]. Rather than emphasizing theories or concepts, case analysis assignments emphasize building a bridge of relevancy between abstract thinking and practical application and, by so doing, teaches the value of both within a specific area of professional practice.

Given this, the purpose of a case analysis paper is to present a structured and logically organized format for analyzing the case situation. It can be assigned to students individually or as a small group assignment and it may include an in-class presentation component. Case analysis is predominately taught in economics and business-related courses, but it is also a method of teaching and learning found in other applied social sciences disciplines, such as, social work, public relations, education, journalism, and public administration.

Ellet, William. The Case Study Handbook: A Student's Guide . Revised Edition. Boston, MA: Harvard Business School Publishing, 2018; Christoph Rasche and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Analysis . Writing Center, Baruch College; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

How to Approach Writing a Case Analysis Paper

The organization and structure of a case analysis paper can vary depending on the organizational setting, the situation, and how your professor wants you to approach the assignment. Nevertheless, preparing to write a case analysis paper involves several important steps. As Hawes notes, a case analysis assignment “...is useful in developing the ability to get to the heart of a problem, analyze it thoroughly, and to indicate the appropriate solution as well as how it should be implemented” [p.48]. This statement encapsulates how you should approach preparing to write a case analysis paper.

Before you begin to write your paper, consider the following analytical procedures:

• Review the case to get an overview of the situation . A case can be only a few pages in length, however, it is most often very lengthy and contains a significant amount of detailed background information and statistics, with multilayered descriptions of the scenario, the roles and behaviors of various stakeholder groups, and situational events. Therefore, a quick reading of the case will help you gain an overall sense of the situation and illuminate the types of issues and problems that you will need to address in your paper. If your professor has provided questions intended to help frame your analysis, use them to guide your initial reading of the case.
• Read the case thoroughly . After gaining a general overview of the case, carefully read the content again with the purpose of understanding key circumstances, events, and behaviors among stakeholder groups. Look for information or data that appears contradictory, extraneous, or misleading. At this point, you should be taking notes as you read because this will help you develop a general outline of your paper. The aim is to obtain a complete understanding of the situation so that you can begin contemplating tentative answers to any questions your professor has provided or, if they have not provided, developing answers to your own questions about the case scenario and its connection to the course readings,lectures, and class discussions.
• Determine key stakeholder groups, issues, and events and the relationships they all have to each other . As you analyze the content, pay particular attention to identifying individuals, groups, or organizations described in the case and identify evidence of any problems or issues of concern that impact the situation in a negative way. Other things to look for include identifying any assumptions being made by or about each stakeholder, potential biased explanations or actions, explicit demands or ultimatums , and the underlying concerns that motivate these behaviors among stakeholders. The goal at this stage is to develop a comprehensive understanding of the situational and behavioral dynamics of the case and the explicit and implicit consequences of each of these actions.
• Identify the core problems . The next step in most case analysis assignments is to discern what the core [i.e., most damaging, detrimental, injurious] problems are within the organizational setting and to determine their implications. The purpose at this stage of preparing to write your analysis paper is to distinguish between the symptoms of core problems and the core problems themselves and to decide which of these must be addressed immediately and which problems do not appear critical but may escalate over time. Identify evidence from the case to support your decisions by determining what information or data is essential to addressing the core problems and what information is not relevant or is misleading.
• Explore alternative solutions . As noted, case analysis scenarios rarely have only one correct answer. Therefore, it is important to keep in mind that the process of analyzing the case and diagnosing core problems, while based on evidence, is a subjective process open to various avenues of interpretation. This means that you must consider alternative solutions or courses of action by critically examining strengths and weaknesses, risk factors, and the differences between short and long-term solutions. For each possible solution or course of action, consider the consequences they may have related to their implementation and how these recommendations might lead to new problems. Also, consider thinking about your recommended solutions or courses of action in relation to issues of fairness, equity, and inclusion.
• Decide on a final set of recommendations . The last stage in preparing to write a case analysis paper is to assert an opinion or viewpoint about the recommendations needed to help resolve the core problems as you see them and to make a persuasive argument for supporting this point of view. Prepare a clear rationale for your recommendations based on examining each element of your analysis. Anticipate possible obstacles that could derail their implementation. Consider any counter-arguments that could be made concerning the validity of your recommended actions. Finally, describe a set of criteria and measurable indicators that could be applied to evaluating the effectiveness of your implementation plan.

Use these steps as the framework for writing your paper. Remember that the more detailed you are in taking notes as you critically examine each element of the case, the more information you will have to draw from when you begin to write. This will save you time.

NOTE : If the process of preparing to write a case analysis paper is assigned as a student group project, consider having each member of the group analyze a specific element of the case, including drafting answers to the corresponding questions used by your professor to frame the analysis. This will help make the analytical process more efficient and ensure that the distribution of work is equitable. This can also facilitate who is responsible for drafting each part of the final case analysis paper and, if applicable, the in-class presentation.

Framework for Case Analysis . College of Management. University of Massachusetts; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Rasche, Christoph and Achim Seisreiner. Guidelines for Business Case Analysis . University of Potsdam; Writing a Case Study Analysis . University of Arizona Global Campus Writing Center; Van Ness, Raymond K. A Guide to Case Analysis . School of Business. State University of New York, Albany; Writing a Case Analysis . Business School, University of New South Wales.

Structure and Writing Style

A case analysis paper should be detailed, concise, persuasive, clearly written, and professional in tone and in the use of language . As with other forms of college-level academic writing, declarative statements that convey information, provide a fact, or offer an explanation or any recommended courses of action should be based on evidence. If allowed by your professor, any external sources used to support your analysis, such as course readings, should be properly cited under a list of references. The organization and structure of case analysis papers can vary depending on your professor’s preferred format, but its structure generally follows the steps used for analyzing the case.

Introduction

The introduction should provide a succinct but thorough descriptive overview of the main facts, issues, and core problems of the case . The introduction should also include a brief summary of the most relevant details about the situation and organizational setting. This includes defining the theoretical framework or conceptual model on which any questions were used to frame your analysis.

Following the rules of most college-level research papers, the introduction should then inform the reader how the paper will be organized. This includes describing the major sections of the paper and the order in which they will be presented. Unless you are told to do so by your professor, you do not need to preview your final recommendations in the introduction. U nlike most college-level research papers , the introduction does not include a statement about the significance of your findings because a case analysis assignment does not involve contributing new knowledge about a research problem.

Background Analysis

Background analysis can vary depending on any guiding questions provided by your professor and the underlying concept or theory that the case is based upon. In general, however, this section of your paper should focus on:

• Providing an overarching analysis of problems identified from the case scenario, including identifying events that stakeholders find challenging or troublesome,
• Identifying assumptions made by each stakeholder and any apparent biases they may exhibit,
• Describing any demands or claims made by or forced upon key stakeholders, and
• Highlighting any issues of concern or complaints expressed by stakeholders in response to those demands or claims.

These aspects of the case are often in the form of behavioral responses expressed by individuals or groups within the organizational setting. However, note that problems in a case situation can also be reflected in data [or the lack thereof] and in the decision-making, operational, cultural, or institutional structure of the organization. Additionally, demands or claims can be either internal and external to the organization [e.g., a case analysis involving a president considering arms sales to Saudi Arabia could include managing internal demands from White House advisors as well as demands from members of Congress].

Throughout this section, present all relevant evidence from the case that supports your analysis. Do not simply claim there is a problem, an assumption, a demand, or a concern; tell the reader what part of the case informed how you identified these background elements.

Identification of Problems

In most case analysis assignments, there are problems, and then there are problems . Each problem can reflect a multitude of underlying symptoms that are detrimental to the interests of the organization. The purpose of identifying problems is to teach students how to differentiate between problems that vary in severity, impact, and relative importance. Given this, problems can be described in three general forms: those that must be addressed immediately, those that should be addressed but the impact is not severe, and those that do not require immediate attention and can be set aside for the time being.

All of the problems you identify from the case should be identified in this section of your paper, with a description based on evidence explaining the problem variances. If the assignment asks you to conduct research to further support your assessment of the problems, include this in your explanation. Remember to cite those sources in a list of references. Use specific evidence from the case and apply appropriate concepts, theories, and models discussed in class or in relevant course readings to highlight and explain the key problems [or problem] that you believe must be solved immediately and describe the underlying symptoms and why they are so critical.

Alternative Solutions

This section is where you provide specific, realistic, and evidence-based solutions to the problems you have identified and make recommendations about how to alleviate the underlying symptomatic conditions impacting the organizational setting. For each solution, you must explain why it was chosen and provide clear evidence to support your reasoning. This can include, for example, course readings and class discussions as well as research resources, such as, books, journal articles, research reports, or government documents. In some cases, your professor may encourage you to include personal, anecdotal experiences as evidence to support why you chose a particular solution or set of solutions. Using anecdotal evidence helps promote reflective thinking about the process of determining what qualifies as a core problem and relevant solution .

Throughout this part of the paper, keep in mind the entire array of problems that must be addressed and describe in detail the solutions that might be implemented to resolve these problems.

Recommended Courses of Action

In some case analysis assignments, your professor may ask you to combine the alternative solutions section with your recommended courses of action. However, it is important to know the difference between the two. A solution refers to the answer to a problem. A course of action refers to a procedure or deliberate sequence of activities adopted to proactively confront a situation, often in the context of accomplishing a goal. In this context, proposed courses of action are based on your analysis of alternative solutions. Your description and justification for pursuing each course of action should represent the overall plan for implementing your recommendations.

For each course of action, you need to explain the rationale for your recommendation in a way that confronts challenges, explains risks, and anticipates any counter-arguments from stakeholders. Do this by considering the strengths and weaknesses of each course of action framed in relation to how the action is expected to resolve the core problems presented, the possible ways the action may affect remaining problems, and how the recommended action will be perceived by each stakeholder.

In addition, you should describe the criteria needed to measure how well the implementation of these actions is working and explain which individuals or groups are responsible for ensuring your recommendations are successful. In addition, always consider the law of unintended consequences. Outline difficulties that may arise in implementing each course of action and describe how implementing the proposed courses of action [either individually or collectively] may lead to new problems [both large and small].

Throughout this section, you must consider the costs and benefits of recommending your courses of action in relation to uncertainties or missing information and the negative consequences of success.

The conclusion should be brief and introspective. Unlike a research paper, the conclusion in a case analysis paper does not include a summary of key findings and their significance, a statement about how the study contributed to existing knowledge, or indicate opportunities for future research.

Begin by synthesizing the core problems presented in the case and the relevance of your recommended solutions. This can include an explanation of what you have learned about the case in the context of your answers to the questions provided by your professor. The conclusion is also where you link what you learned from analyzing the case with the course readings or class discussions. This can further demonstrate your understanding of the relationships between the practical case situation and the theoretical and abstract content of assigned readings and other course content.

Problems to Avoid

The literature on case analysis assignments often includes examples of difficulties students have with applying methods of critical analysis and effectively reporting the results of their assessment of the situation. A common reason cited by scholars is that the application of this type of teaching and learning method is limited to applied fields of social and behavioral sciences and, as a result, writing a case analysis paper can be unfamiliar to most students entering college.

After you have drafted your paper, proofread the narrative flow and revise any of these common errors:

• Unnecessary detail in the background section . The background section should highlight the essential elements of the case based on your analysis. Focus on summarizing the facts and highlighting the key factors that become relevant in the other sections of the paper by eliminating any unnecessary information.
• Analysis relies too much on opinion . Your analysis is interpretive, but the narrative must be connected clearly to evidence from the case and any models and theories discussed in class or in course readings. Any positions or arguments you make should be supported by evidence.
• Analysis does not focus on the most important elements of the case . Your paper should provide a thorough overview of the case. However, the analysis should focus on providing evidence about what you identify are the key events, stakeholders, issues, and problems. Emphasize what you identify as the most critical aspects of the case to be developed throughout your analysis. Be thorough but succinct.
• Writing is too descriptive . A paper with too much descriptive information detracts from your analysis of the complexities of the case situation. Questions about what happened, where, when, and by whom should only be included as essential information leading to your examination of questions related to why, how, and for what purpose.
• Inadequate definition of a core problem and associated symptoms . A common error found in case analysis papers is recommending a solution or course of action without adequately defining or demonstrating that you understand the problem. Make sure you have clearly described the problem and its impact and scope within the organizational setting. Ensure that you have adequately described the root causes w hen describing the symptoms of the problem.
• Recommendations lack specificity . Identify any use of vague statements and indeterminate terminology, such as, “A particular experience” or “a large increase to the budget.” These statements cannot be measured and, as a result, there is no way to evaluate their successful implementation. Provide specific data and use direct language in describing recommended actions.
• Unrealistic, exaggerated, or unattainable recommendations . Review your recommendations to ensure that they are based on the situational facts of the case. Your recommended solutions and courses of action must be based on realistic assumptions and fit within the constraints of the situation. Also note that the case scenario has already happened, therefore, any speculation or arguments about what could have occurred if the circumstances were different should be revised or eliminated.

Bee, Lian Song et al. "Business Students' Perspectives on Case Method Coaching for Problem-Based Learning: Impacts on Student Engagement and Learning Performance in Higher Education." Education & Training 64 (2022): 416-432; The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Georgallis, Panikos and Kayleigh Bruijn. "Sustainability Teaching using Case-Based Debates." Journal of International Education in Business 15 (2022): 147-163; Hawes, Jon M. "Teaching is Not Telling: The Case Method as a Form of Interactive Learning." Journal for Advancement of Marketing Education 5 (Winter 2004): 47-54; Georgallis, Panikos, and Kayleigh Bruijn. "Sustainability Teaching Using Case-based Debates." Journal of International Education in Business 15 (2022): 147-163; .Dean,  Kathy Lund and Charles J. Fornaciari. "How to Create and Use Experiential Case-Based Exercises in a Management Classroom." Journal of Management Education 26 (October 2002): 586-603; Klebba, Joanne M. and Janet G. Hamilton. "Structured Case Analysis: Developing Critical Thinking Skills in a Marketing Case Course." Journal of Marketing Education 29 (August 2007): 132-137, 139; Klein, Norman. "The Case Discussion Method Revisited: Some Questions about Student Skills." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 30-32; Mukherjee, Arup. "Effective Use of In-Class Mini Case Analysis for Discovery Learning in an Undergraduate MIS Course." The Journal of Computer Information Systems 40 (Spring 2000): 15-23; Pessoa, Silviaet al. "Scaffolding the Case Analysis in an Organizational Behavior Course: Making Analytical Language Explicit." Journal of Management Education 46 (2022): 226-251: Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Schweitzer, Karen. "How to Write and Format a Business Case Study." ThoughtCo. https://www.thoughtco.com/how-to-write-and-format-a-business-case-study-466324 (accessed December 5, 2022); Reddy, C. D. "Teaching Research Methodology: Everything's a Case." Electronic Journal of Business Research Methods 18 (December 2020): 178-188; Volpe, Guglielmo. "Case Teaching in Economics: History, Practice and Evidence." Cogent Economics and Finance 3 (December 2015). doi:https://doi.org/10.1080/23322039.2015.1120977.

Writing Tip

Ca se Study and Case Analysis Are Not the Same!

Confusion often exists between what it means to write a paper that uses a case study research design and writing a paper that analyzes a case; they are two different types of approaches to learning in the social and behavioral sciences. Professors as well as educational researchers contribute to this confusion because they often use the term "case study" when describing the subject of analysis for a case analysis paper. But you are not studying a case for the purpose of generating a comprehensive, multi-faceted understanding of a research problem. R ather, you are critically analyzing a specific scenario to argue logically for recommended solutions and courses of action that lead to optimal outcomes applicable to professional practice.

To avoid any confusion, here are twelve characteristics that delineate the differences between writing a paper using the case study research method and writing a case analysis paper:

• Case study is a method of in-depth research and rigorous inquiry ; case analysis is a reliable method of teaching and learning . A case study is a modality of research that investigates a phenomenon for the purpose of creating new knowledge, solving a problem, or testing a hypothesis using empirical evidence derived from the case being studied. Often, the results are used to generalize about a larger population or within a wider context. The writing adheres to the traditional standards of a scholarly research study. A case analysis is a pedagogical tool used to teach students how to reflect and think critically about a practical, real-life problem in an organizational setting.
• The researcher is responsible for identifying the case to study; a case analysis is assigned by your professor . As the researcher, you choose the case study to investigate in support of obtaining new knowledge and understanding about the research problem. The case in a case analysis assignment is almost always provided, and sometimes written, by your professor and either given to every student in class to analyze individually or to a small group of students, or students select a case to analyze from a predetermined list.
• A case study is indeterminate and boundless; a case analysis is predetermined and confined . A case study can be almost anything [see item 9 below] as long as it relates directly to examining the research problem. This relationship is the only limit to what a researcher can choose as the subject of their case study. The content of a case analysis is determined by your professor and its parameters are well-defined and limited to elucidating insights of practical value applied to practice.
• Case study is fact-based and describes actual events or situations; case analysis can be entirely fictional or adapted from an actual situation . The entire content of a case study must be grounded in reality to be a valid subject of investigation in an empirical research study. A case analysis only needs to set the stage for critically examining a situation in practice and, therefore, can be entirely fictional or adapted, all or in-part, from an actual situation.
• Research using a case study method must adhere to principles of intellectual honesty and academic integrity; a case analysis scenario can include misleading or false information . A case study paper must report research objectively and factually to ensure that any findings are understood to be logically correct and trustworthy. A case analysis scenario may include misleading or false information intended to deliberately distract from the central issues of the case. The purpose is to teach students how to sort through conflicting or useless information in order to come up with the preferred solution. Any use of misleading or false information in academic research is considered unethical.
• Case study is linked to a research problem; case analysis is linked to a practical situation or scenario . In the social sciences, the subject of an investigation is most often framed as a problem that must be researched in order to generate new knowledge leading to a solution. Case analysis narratives are grounded in real life scenarios for the purpose of examining the realities of decision-making behavior and processes within organizational settings. A case analysis assignments include a problem or set of problems to be analyzed. However, the goal is centered around the act of identifying and evaluating courses of action leading to best possible outcomes.
• The purpose of a case study is to create new knowledge through research; the purpose of a case analysis is to teach new understanding . Case studies are a choice of methodological design intended to create new knowledge about resolving a research problem. A case analysis is a mode of teaching and learning intended to create new understanding and an awareness of uncertainty applied to practice through acts of critical thinking and reflection.
• A case study seeks to identify the best possible solution to a research problem; case analysis can have an indeterminate set of solutions or outcomes . Your role in studying a case is to discover the most logical, evidence-based ways to address a research problem. A case analysis assignment rarely has a single correct answer because one of the goals is to force students to confront the real life dynamics of uncertainly, ambiguity, and missing or conflicting information within professional practice. Under these conditions, a perfect outcome or solution almost never exists.
• Case study is unbounded and relies on gathering external information; case analysis is a self-contained subject of analysis . The scope of a case study chosen as a method of research is bounded. However, the researcher is free to gather whatever information and data is necessary to investigate its relevance to understanding the research problem. For a case analysis assignment, your professor will often ask you to examine solutions or recommended courses of action based solely on facts and information from the case.
• Case study can be a person, place, object, issue, event, condition, or phenomenon; a case analysis is a carefully constructed synopsis of events, situations, and behaviors . The research problem dictates the type of case being studied and, therefore, the design can encompass almost anything tangible as long as it fulfills the objective of generating new knowledge and understanding. A case analysis is in the form of a narrative containing descriptions of facts, situations, processes, rules, and behaviors within a particular setting and under a specific set of circumstances.
• Case study can represent an open-ended subject of inquiry; a case analysis is a narrative about something that has happened in the past . A case study is not restricted by time and can encompass an event or issue with no temporal limit or end. For example, the current war in Ukraine can be used as a case study of how medical personnel help civilians during a large military conflict, even though circumstances around this event are still evolving. A case analysis can be used to elicit critical thinking about current or future situations in practice, but the case itself is a narrative about something finite and that has taken place in the past.
• Multiple case studies can be used in a research study; case analysis involves examining a single scenario . Case study research can use two or more cases to examine a problem, often for the purpose of conducting a comparative investigation intended to discover hidden relationships, document emerging trends, or determine variations among different examples. A case analysis assignment typically describes a stand-alone, self-contained situation and any comparisons among cases are conducted during in-class discussions and/or student presentations.

The Case Analysis . Fred Meijer Center for Writing and Michigan Authors. Grand Valley State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Ramsey, V. J. and L. D. Dodge. "Case Analysis: A Structured Approach." Exchange: The Organizational Behavior Teaching Journal 6 (November 1981): 27-29; Yin, Robert K. Case Study Research and Applications: Design and Methods . 6th edition. Thousand Oaks, CA: Sage, 2017; Crowe, Sarah et al. “The Case Study Approach.” BMC Medical Research Methodology 11 (2011):  doi: 10.1186/1471-2288-11-100; Yin, Robert K. Case Study Research: Design and Methods . 4th edition. Thousand Oaks, CA: Sage Publishing; 1994.

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