sample critique paper of a research

How to Write an Article Critique Step-by-Step

Table of contents

• 1 What is an Article Critique Writing?
• 2 How to Critique an Article: The Main Steps
• 3 Article Critique Outline
• 4 Article Critique Formatting
• 5 How to Write a Journal Article Critique
• 6 How to Write a Research Article Critique
• 7 Research Methods in Article Critique Writing
• 8 Tips for writing an Article Critique

Do you know how to critique an article? If not, don’t worry – this guide will walk you through the writing process step-by-step. First, we’ll discuss what a research article critique is and its importance. Then, we’ll outline the key points to consider when critiquing a scientific article. Finally, we’ll provide a step-by-step guide on how to write an article critique including introduction, body and summary. Read more to get the main idea of crafting a critique paper.

What is an Article Critique Writing?

An article critique is a formal analysis and evaluation of a piece of writing. It is often written in response to a particular text but can also be a response to a book, a movie, or any other form of writing. There are many different types of review articles . Before writing an article critique, you should have an idea about each of them.

To start writing a good critique, you must first read the article thoroughly and examine and make sure you understand the article’s purpose. Then, you should outline the article’s key points and discuss how well they are presented. Next, you should offer your comments and opinions on the article, discussing whether you agree or disagree with the author’s points and subject. Finally, concluding your critique with a brief summary of your thoughts on the article would be best. Ensure that the general audience understands your perspective on the piece.

How to Critique an Article: The Main Steps

If you are wondering “what is included in an article critique,” the answer is:

An article critique typically includes the following:

• A brief summary of the article .
• A critical evaluation of the article’s strengths and weaknesses.
• A conclusion.

When critiquing an article, it is essential to critically read the piece and consider the author’s purpose and research strategies that the author chose. Next, provide a brief summary of the text, highlighting the author’s main points and ideas. Critique an article using formal language and relevant literature in the body paragraphs. Finally, describe the thesis statement, main idea, and author’s interpretations in your language using specific examples from the article. It is also vital to discuss the statistical methods used and whether they are appropriate for the research question. Make notes of the points you think need to be discussed, and also do a literature review from where the author ground their research. Offer your perspective on the article and whether it is well-written. Finally, provide background information on the topic if necessary.

When you are reading an article, it is vital to take notes and critique the text to understand it fully and to be able to use the information in it. Here are the main steps for critiquing an article:

• Read the piece thoroughly, taking notes as you go. Ensure you understand the main points and the author’s argument.
• Take a look at the author’s perspective. Is it powerful? Does it back up the author’s point of view?
• Carefully examine the article’s tone. Is it biased? Are you being persuaded by the author in any way?
• Look at the structure. Is it well organized? Does it make sense?
• Consider the writing style. Is it clear? Is it well-written?
• Evaluate the sources the author uses. Are they credible?
• Think about your own opinion. With what do you concur or disagree? Why?

Article Critique Outline

When assigned an article critique, your instructor asks you to read and analyze it and provide feedback. A specific format is typically followed when writing an article critique.

An article critique usually has three sections: an introduction, a body, and a conclusion.

• The introduction of your article critique should have a summary and key points.
• The critique’s main body should thoroughly evaluate the piece, highlighting its strengths and weaknesses, and state your ideas and opinions with supporting evidence.
• The conclusion should restate your research and describe your opinion.

You should provide your analysis rather than simply agreeing or disagreeing with the author. When writing an article review , it is essential to be objective and critical. Describe your perspective on the subject and create an article review summary. Be sure to use proper grammar, spelling, and punctuation, write it in the third person, and cite your sources.

Article Critique Formatting

When writing an article critique, you should follow a few formatting guidelines. The importance of using a proper format is to make your review clear and easy to read.

Make sure to use double spacing throughout your critique. It will make it easy to understand and read for your instructor.

Indent each new paragraph. It will help to separate your critique into different sections visually.

Use headings to organize your critique. Your introduction, body, and conclusion should stand out. It will make it easy for your instructor to follow your thoughts.

Use standard fonts, such as Times New Roman or Arial. It will make your critique easy to read.

Use 12-point font size. It will ensure that your critique is easy to read.

How to Write a Journal Article Critique

When critiquing a journal article, there are a few key points to keep in mind:

• Good critiques should be objective, meaning that the author’s ideas and arguments should be evaluated without personal bias.
• Critiques should be critical, meaning that all aspects of the article should be examined, including the author’s introduction, main ideas, and discussion.
• Critiques should be informative, providing the reader with a clear understanding of the article’s strengths and weaknesses.

When critiquing a research article, evaluating the author’s argument and the evidence they present is important. The author should state their thesis or the main point in the introductory paragraph. You should explain the article’s main ideas and evaluate the evidence critically. In the discussion section, the author should explain the implications of their findings and suggest future research.

It is also essential to keep a critical eye when reading scientific articles. In order to be credible, the scientific article must be based on evidence and previous literature. The author’s argument should be well-supported by data and logical reasoning.

How to Write a Research Article Critique

When you are assigned a research article, the first thing you need to do is read the piece carefully. Make sure you understand the subject matter and the author’s chosen approach. Next, you need to assess the importance of the author’s work. What are the key findings, and how do they contribute to the field of research?

Finally, you need to provide a critical point-by-point analysis of the article. This should include discussing the research questions, the main findings, and the overall impression of the scientific piece. In conclusion, you should state whether the text is good or bad. Read more to get an idea about curating a research article critique. But if you are not confident, you can ask “ write my papers ” and hire a professional to craft a critique paper for you. Explore your options online and get high-quality work quickly.

However, test yourself and use the following tips to write a research article critique that is clear, concise, and properly formatted.

• Take notes while you read the text in its entirety. Right down each point you agree and disagree with.
• Write a thesis statement that concisely and clearly outlines the main points.
• Write a paragraph that introduces the article and provides context for the critique.
• Write a paragraph for each of the following points, summarizing the main points and providing your own analysis:
• The purpose of the study
• The research question or questions
• The methods used
• The outcomes
• The conclusions were drawn by the author(s)
• Mention the strengths and weaknesses of the piece in a separate paragraph.
• Write a conclusion that summarizes your thoughts about the article.
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Research Methods in Article Critique Writing

When writing an article critique, it is important to use research methods to support your arguments. There are a variety of research methods that you can use, and each has its strengths and weaknesses. In this text, we will discuss four of the most common research methods used in article critique writing: quantitative research, qualitative research, systematic reviews, and meta-analysis.

Quantitative research is a research method that uses numbers and statistics to analyze data. This type of research is used to test hypotheses or measure a treatment’s effects. Quantitative research is normally considered more reliable than qualitative research because it considers a large amount of information. But, it might be difficult to find enough data to complete it properly.

Qualitative research is a research method that uses words and interviews to analyze data. This type of research is used to understand people’s thoughts and feelings. Qualitative research is usually more reliable than quantitative research because it is less likely to be biased. Though it is more expensive and tedious.

Systematic reviews are a type of research that uses a set of rules to search for and analyze studies on a particular topic. Some think that systematic reviews are more reliable than other research methods because they use a rigorous process to find and analyze studies. However, they can be pricy and long to carry out.

Meta-analysis is a type of research that combines several studies’ results to understand a treatment’s overall effect better. Meta-analysis is generally considered one of the most reliable type of research because it uses data from several approved studies. Conversely, it involves a long and costly process.

Are you still struggling to understand the critique of an article concept? You can contact an online review writing service to get help from skilled writers. You can get custom, and unique article reviews easily.

Tips for writing an Article Critique

It’s crucial to keep in mind that you’re not just sharing your opinion of the content when you write an article critique. Instead, you are providing a critical analysis, looking at its strengths and weaknesses. In order to write a compelling critique, you should follow these tips: Take note carefully of the essential elements as you read it.

• Make sure that you understand the thesis statement.
• Write down your thoughts, including strengths and weaknesses.
• Use evidence from to support your points.
• Create a clear and concise critique, making sure to avoid giving your opinion.

It is important to be clear and concise when creating an article critique. You should avoid giving your opinion and instead focus on providing a critical analysis. You should also use evidence from the article to support your points.

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How to Critique an Article Right and Easy

Updated 25 Jul 2024

When an average person thinks about how to critique an article, they usually believe that the purpose is to find all the wrong points and be as critical as possible. Our guide helps to demystify the majority of questions related to the article critique. These basic rules, explanations, and an example can help you learn along. Even if you receive cryptic instructions from your college professor, our article critique guide will make things clearer as you continue!

What is an Article Critique?

In simple terms, an article critique is a type of essay writing where an author should provide sufficient, unbiased, critical evaluation of the article in question. Of course, it will involve at least a brief summary of the contents and information about the author's background (if it is necessary). Yet, it does not have to turn into a listing of the contents! Knowing how to summarize and critique an article means helping your audience see all the key points of the article along with the author's ideas, objectives, or major intentions. The main purpose of every article critique is to reveal the strengths and the weaknesses of the article by keeping the tone neutral in terms of personal considerations. Since it has to be written in formal language with a precise structure, one should follow the general academic pattern where analysis has the beginning or introduction, the body parts, and a strong conclusion that sums things up.

The trick is to read it more than once and describe how it makes you feel through the lens of academic objectives and the general academic value. Speaking of the purpose, composing an article critique, you have to describe the main ideas of the author. Provide a brief description of why it is important in your specific context. Next, remember to mention all the interesting aspects that help to reveal the value of the article. Finally, talk about the author's intention and vision regarding the subject. The final part of the article critique must offer a summary of the main purpose. Learning how to write a critique of an article, remember that your conclusion is the important part where you can let the audience know whether you agree or disagree with the author. It is the place to provide supporting thoughts and references either from the article or another academic source. Need a dissertation service ? Try us.

How to Write an Article Critique Step-by-Step?

The writing process of the article critique is simpler than it seems. It is only necessary to know where to start and how to align your critique when you are dealing with complex academic writing. Therefore, follow these simple four steps as you learn how to do an article critique:

• Take Enough Time to Read The Article.  Such an approach is necessary to understand every idea described in your reading material. It may be challenging at times to understand it. Check it again or read it aloud to see if it makes more sense. When in doubt, you can consult similar sources or articles that further explain the subject. Consider the readability and clarity of the article as you criticize it.
• Take Notes.  When the article feels clear to you and you understand (more or less!) what it is about, it is high time to read it again in a bit different way and take notes to help yourself move along. For example, if you encounter something interesting or an argument that moves you, you should consider it as something that is worth being discussed. You can either quote the part or use it as argumentation to prove your point.
• Turn Your Notes Into Outline.  Your notes are there for a reason. You can implement them into your structure and use your points as the topic sentences as you discuss the important parts. As you let your article critique evolve, provide opinions or leave comments to help your audience understand things clearer.
• Your Opinion Comes Here.  This is where you should summarize your thoughts and explain whether you like the article or if it has too many weak and unclear parts. Of course, your ideas should be supported with a piece of clear evidence.

Remember that if you have used any other reference or consulted external information beyond the article in question, always mention it on your Bibliography / References page. Every part of your article critique should be written in a proper way and sometimes qualified dissertation help online is just what you need to keep all your worries aside.

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Learn About Article Critique Format & Structure

Unless it is specified otherwise, your article critique should follow this template:

• Outline.  This is what your introduction should look like since you have to provide background information about the article and explain the author's main points without turning it into a summary. Approach things from the critical point of view.
• Thesis Statement.  Your thesis statement should explain the value of the article or methodology if you are dealing with a research article critique.
• Article's Purpose.  This part is your body paragraphs part where you have to brainstorm the author's ideas and crash-test them against the common knowledge. See what is good, what is insufficient, and what parts are the most important for achieving a certain purpose set by the author.
• Additional References.  If you are dealing with a research article, it may be necessary to consult relevant external research papers to prove the importance and methodology of the article before you explain your opinion.
• Conclusion/Summary With Your Opinion.  The conclusion part of the article critique is usually the most challenging. It is where you have to explain your opinion. The trick is just saying how the article has made you feel, how it has helped you, or what flaws you have found,  always providing relevant evidence.

Without a doubt, you may have to provide a different structure, yet following the structure above is the perfect balance where you express both your findings, opinion, and the general variables. Remember that your article critique must cover not only the negative points that you encounter but the positive discoveries as well.

How to Write an Article Critique: Journal vs Research Article

The major difference between writing a research article critique and dealing with the general journal article is the approach that you have to take. As a rule, research articles represent empirical or primary sources. It means your critique style must consider the introduction provided by the author, the methods that have been used, the samples and surveys, the results of the certain research, and the discussion of the outcomes that have been achieved.

Now dealing with the general review articles that mostly represent secondary sources with an already included synthesis of certain information, you should work with the topic and its importance for the general audience. In other words, the purpose is always different. You should provide more of a summary than the analytical research work. Coming back to the research article critique,try to study the problem and see if the author makes some statement. Then, focus on review of the relevant literature, and hypothesis or research questions set by the author.

Remember to review the Bibliographical information if it is provided and explain whether it poses importance for the review and if all the information mentioned in the article has been properly referenced. Remember you should also provide references for your quotes and references in your article critique in relevant writing style (APA, MLA, or Chicago) to avoid possible plagiarism issues.

The Article Critique Example

As an example of the article, let us take " Contribution of Psychoacoustics and Neuroaudiology in Revealing Correlation of Mental Disorders With Central Auditory Processing Disorders " that has been presented in 2003 by V. Iliadou and S. Lakovides. Below is the short passage, an article critique sample that will help you get an idea of how it’s done:

The article represents interesting and innovative research in the field of Psychoacoustics by focusing not only on the aspects of Neuroaudiology but also dealing with the electrical activity of the auditory pathways. The authors have dealt with the challenges of Central Auditory Processing Disorders, meaning that the article relates to the field of Psychiatry. This particular MEDLINE research has been conducted by turning to over 564 papers to establish the methodology and sufficient samples to maintain the importance of psychoacoustic elements through the lens of neurological or mental disorders. What makes this research special is the use of various tests and experiments that have been done with the help of auditory simulation methods. All the sources provided are properly referenced and offer sufficient background regarding the reasons why particular scientific aspects have been highlighted. The authors provide a unique balance between psychoacoustic and electrophysiologic tests based on the type of lesion chosen. It must be noted that the various types of mental disorders have been taken into consideration to provide well-weighted research. The article meets its purpose of providing varied research based on the works of skilled experts in Psychiatry, Neurology, Neuropsychology, and Pediatric Psychology among other sciences. The value of the article also lies in the importance of addressing numerous learning challenges like dyslexia, ADHD, and autism differently because the auditory aspect is explored at greater depth. Although the educational factor is mentioned briefly as the article is more evidence-based, it leaves enough space for relevant scientific research.

As you can see, the purpose is to explain and show why the article is important and what exactly makes it special. Try offering related evidence from the critique article either with the quotes or by paraphrasing. 

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If the concept of article critique still seems too confusing to you or you would like to get your critique assignment checked in terms of clarity, style, or plagiarism, the help is out there. Regardless if you need to learn how to write an article review or struggle with critique writing, we know how to make things easier. Turn to our writers who are ready to help you 24/7. Keep your challenges resolved, meet the deadlines and avoid plagiarism. Just place your order with EduBirdie and let our professionals deal with even the most complex article critique or any other college task.

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A critique asks you to evaluate an article and the author’s argument. You will need to look critically at what the author is claiming, evaluate the research methods, and look for possible problems with, or applications of, the researcher’s claims.

Introduction

Give an overview of the author’s main points and how the author supports those points. Explain what the author found and describe the process they used to arrive at this conclusion.

Body Paragraphs

Interpret the information from the article:

• Does the author review previous studies? Is current and relevant research used?
• What type of research was used – empirical studies, anecdotal material, or personal observations?
• Was the sample too small to generalize from?
• Was the participant group lacking in diversity (race, gender, age, education, socioeconomic status, etc.)
• For instance, volunteers gathered at a health food store might have different attitudes about nutrition than the population at large.
• How useful does this work seem to you? How does the author suggest the findings could be applied and how do you believe they could be applied?
• How could the study have been improved in your opinion?
• Does the author appear to have any biases (related to gender, race, class, or politics)?
• Is the writing clear and easy to follow? Does the author’s tone add to or detract from the article?
• How useful are the visuals (such as tables, charts, maps, photographs) included, if any? How do they help to illustrate the argument? Are they confusing or hard to read?
• What further research might be conducted on this subject?

Try to synthesize the pieces of your critique to emphasize your own main points about the author’s work, relating the researcher’s work to your own knowledge or to topics being discussed in your course.

From the Center for Academic Excellence (opens in a new window), University of Saint Joseph Connecticut

Additional Resources

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Writing an Article Critique (from The University of Arizona Global Campus Writing Center)

How to Critique an Article (from Essaypro.com)

How to Write an Article Critique (from EliteEditing.com.au)

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• Writing well

How to write a critique

• Starting well
• How to write an annotated bibliography
• How to write a case study response
• How to write an empirical article
• How to write an essay
• How to write a literature review
• How to write a reflective task
• How to write a report
• Finishing well

Before you start writing, it is important to have a thorough understanding of the work that will be critiqued.

• Study the work under discussion.
• Make notes on key parts of the work.
• Develop an understanding of the main argument or purpose being expressed in the work.
• Consider how the work relates to a broader issue or context.

Example template

There are a variety of ways to structure a critique. You should always check your unit materials or Canvas site for guidance from your lecturer. The following template, which showcases the main features of a critique, is provided as one example.

Introduction

Typically, the introduction is short (less than 10% of the word length) and you should:

• name the work being reviewed as well as the date it was created and the name of the author/creator
• describe the main argument or purpose of the work
• explain the context in which the work was created - this could include the social or political context, the place of the work in a creative or academic tradition, or the relationship between the work and the creator’s life experience
• have a concluding sentence that signposts what your evaluation of the work will be - for instance, it may indicate whether it is a positive, negative, or mixed evaluation.

Briefly summarise the main points and objectively describe how the creator portrays these by using techniques, styles, media, characters or symbols. This summary should not be the focus of the critique and is usually shorter than the critical evaluation.

Critical evaluation

This section should give a systematic and detailed assessment of the different elements of the work, evaluating how well the creator was able to achieve the purpose through these. For example: you would assess the plot structure, characterisation and setting of a novel; an assessment of a painting would look at composition, brush strokes, colour and light; a critique of a research project would look at subject selection, design of the experiment, analysis of data and conclusions.

A critical evaluation does not simply highlight negative impressions. It should deconstruct the work and identify both strengths and weaknesses. It should examine the work and evaluate its success, in light of its purpose.

Examples of key critical questions that could help your assessment include:

• Who is the creator? Is the work presented objectively or subjectively?
• What are the aims of the work? Were the aims achieved?
• What techniques, styles, media were used in the work? Are they effective in portraying the purpose?
• What assumptions underlie the work? Do they affect its validity?
• What types of evidence or persuasion are used? Has evidence been interpreted fairly?
• How is the work structured? Does it favour a particular interpretation or point of view? Is it effective?
• Does the work enhance understanding of key ideas or theories? Does the work engage (or fail to engage) with key concepts or other works in its discipline?

This evaluation is written in formal academic style and logically presented. Group and order your ideas into paragraphs. Start with the broad impressions first and then move into the details of the technical elements. For shorter critiques, you may discuss the strengths of the works, and then the weaknesses. In longer critiques, you may wish to discuss the positive and negative of each key critical question in individual paragraphs.

To support the evaluation, provide evidence from the work itself, such as a quote or example, and you should also cite evidence from related sources. Explain how this evidence supports your evaluation of the work.

This is usually a very brief paragraph, which includes:

• a statement indicating the overall evaluation of the work
• a summary of the key reasons, identified during the critical evaluation, why this evaluation was formed
• in some circumstances, recommendations for improvement on the work may be appropriate.

Reference list

Include all resources cited in your critique. Check with your lecturer/tutor for which referencing style to use.

• Mentioned the name of the work, the date of its creation and the name of the creator?
• Accurately summarised the work being critiqued?
• Mainly focused on the critical evaluation of the work?
• Systematically outlined an evaluation of each element of the work to achieve the overall purpose?
• Used evidence, from the work itself as well as other sources, to back and illustrate my assessment of elements of the work?
• Formed an overall evaluation of the work, based on critical reading?
• Used a well structured introduction, body and conclusion?
• Used correct grammar, spelling and punctuation; clear presentation; and appropriate referencing style?

Further information

• University of New South Wales: Writing a Critical Review
• University of Toronto: The Book Review or Article Critique

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A guide for critique of research articles

Following is the list of criteria to evaluate (critique) a research article. Please note that you should first summarize the paper and then evaluate different parts of it.

Most of the evaluation section should be devoted to evaluation of internal validity of the conclusions. Please add at the end a section entitled ''changes in the design/procedures if I want to replicate this study." Attach a copy of the original article to your paper.

Click here to see a an example (this is how you start) of a research critique.

Click here to see the original article.

The following list is a guide for you to organize your evaluation. It is recommended to organize your evaluation in this order. This is a long list of questions. You don’t have to address all questions. However, you should address highlighted questions . Some questions may not be relevant to your article.

Introduction

1.     Is there a statement of the problem?

2.     Is the problem “researchable”? That is, can it be investigated through the collection and analysis of data?

3.     Is background information on the problem presented?

4.     Is the educational significance of the problem discussed?

5.     Does the problem statement indicate the variables of interest and the specific relationship between those variables which are investigated? When necessary, are variables directly or operationally defined?

Review of Related Literature

1.     Is the review comprehensive?

2.     Are all cited references relevant to the problem under investigation?

3.     Are most of the sources primary, i.e., are there only a few or no secondary sources?

4.     Have the references been critically analyzed and the results of various studies compared and contrasted, i.e., is the review more than a series of abstracts or annotations?

5.     Does the review conclude with a brief summary of the literature and its implications for the problem investigated?

6.     Do the implications discussed form an empirical or theoretical rationale for the hypotheses which follow?

1.     Are specific questions to be answered listed or specific hypotheses to be tested stated?

2.     Does each hypothesis state an expected relationship or difference?

3.     If necessary, are variables directly or operationally defined?

4.     Is each hypothesis testable?

Method          Subjects

1.     Are the size and major characteristics of the population studied described?

2.     If a sample was selected, is the method of selecting the sample clearly described?

3.      Is the method of sample selection described one that is likely to result in a representative, unbiased sample?

4.     Did the researcher avoid the use of volunteers?

5.     Are the size and major characteristics of the sample described?

6.     Does the sample size meet the suggested guideline for minimum sample size appropriate for the method of research represented?      

Instruments

1.     Is the rationale given for the selection of the instruments (or measurements) used?

2.     Is each instrument described in terms of purpose and content?

3.     Are the instruments appropriate for measuring the intended variables?

4.     Is evidence presented that indicates that each instrument is appropriate for the sample under study?

5.     Is instrument validity discussed and coefficients given if appropriate?

6.     Is reliability discussed in terms of type and size of reliability coefficients?

7.     If appropriate, are subtest reliabilities given?

8.     If an instrument was developed specifically for the study, are the procedures involved in its development and validation described?

9.     If an instrument was developed specifically for the study, are administration, scoring or tabulating, and interpretation procedures fully described?

Design and Procedure

1.     Is the design appropriate for answering the questions or testing the hypotheses of the   study?

2.     Are the procedures described in sufficient detail to permit them to be replicated by another researcher?

3.     If a pilot study was conducted, are its execution and results described as well as its impact on the subsequent study?

4.     Are the control procedures described?

5.     Did the researcher discuss or account for any potentially confounding variables that he or she was unable to control for?

1.     Are appropriate descriptive or inferential statistics presented?

2.     Was the probability level, α, at which the results of the tests of significance were evaluated,

       specified in advance of the data analyses?

3.     If parametric tests were used, is there evidence that the researcher avoided violating the

       required assumptions for parametric tests?

4.     Are the tests of significance described appropriate, given the hypotheses and design of the

       study?

5.     Was every hypothesis tested?

6.     Are the tests of significance interpreted using the appropriate degrees of freedom?

7.     Are the results clearly presented?

8.     Are the tables and figures (if any) well organized and easy to understand?

9.     Are the data in each table and figure described in the text?

Discussion (Conclusions and Recommendation)

1.     Is each result discussed in terms of the original hypothesis to which it relates?

2.     Is each result discussed in terms of its agreement or disagreement with previous results

        obtained by other researchers in other studies?

3.     Are generalizations consistent with the results?

4.     Are the possible effects of uncontrolled variables on the results discussed?

5.     Are theoretical and practical implications of the findings discussed?

6.     Are recommendations for future action made?

7.     Are the suggestions for future action based on practical significance or on statistical

       significance only, i.e., has the author avoided confusing practical and statistical

       significance?

8.     Are recommendations for future research made?

Additional general questions to be answered in your critique.

1. What is (are) the research question(s) (or hypothesis)?

2. Describe the sample used in this study.

3. Describe the reliability and validity of all the instruments used.

4. What type of research is this?  Explain.

5. How was the data analyzed?

6. What is (are) the major finding(s)?

How to Structure and Write an Effective Critique Paper

Critique papers are an essential part of academic writing, especially in the fields of humanities and social sciences. They involve analyzing a piece of work and objectively evaluating its strengths and weaknesses. Writing a critique paper can be challenging, requiring careful reading, research, and analysis. Yet, it is possible to produce a high-quality essay with careful planning and attention to detail.

This article will teach you how to write an article critique by explaining the types of critique essays, their structure, and the steps involved in how to write a critique essay. The article also provides essay tips for producing a well-written and effective critique.

What is a Critique Paper?

A critique paper is an academic paper as a response to a body of work, such as a play, concept, scholarly article, poetry, book, or research paper. Its purpose is to objectively assess the work in question, highlighting its strengths and weaknesses. But also to provide a detailed analysis of its content, structure, and methodology.

This kind of essay can be one of the trickiest assignments, and not everyone can produce a well-scrutinized, original piece of writing. That’s why many students reach for assistance from analytical essay writing services that guarantee to handle the job with the help of professional writers and experts. These services proved to be of high quality and effective support to many schoolers who chose to try them in a variety of different disciplines.

Knowing how to write an article critique requires careful reading, analysis, and an evaluative approach. A well-written critique paper example demonstrates the writer’s ability to analyze and evaluate works. It should also be organized logically, guiding the reader through the analysis. Additionally, writers should be aware of their biases and assumptions and strive to critique objectively. On a final note, it’s essential to review the guidelines and follow the required structure. This is to ensure that the article critique meets the assignment’s expectations.

Types of Critical Essays

There are several types of essays of this kind, each with its approach and focus. To follow we have a list of the most common ones.

Descriptive

A descriptive critical essay combines elements of descriptive writing with a thorough analysis. In this type of essay, the writer describes a particular work in detail and then evaluates it based on certain criteria. They can provide a deep and insightful understanding of the work using sensory details and descriptive language.

An evaluative essay consists of a personal judgment to evaluate the value or effectiveness of a particular work or idea. In this type of essay, the writer analyzes the work and expresses their opinion on its merits or shortcomings. At the same time, they must avoid personal bias and focus on facts rather than one’s opinions or feelings. However, it’s also essential to provide a personal perspective and interpretation of the work as long as it’s supported by evidence.

Interpretive

This type of essay involves analyzing and interpreting the meaning and significance of the work being evaluated. It delves deeper into the themes, symbolism, and underlying conveyed messages. When writing an interpretive essay, it’s important to be clear and concise. Avoid confusing the reader by using jargon or unnecessarily complex language.

Structure of Critique Paper

The structure of a typical critique essay example includes an introduction, a summary, an analysis, and a conclusion. The paper format is a crucial element. Just like when you write your research papers , a critique benefits from a clear one to guide the reader. Therefore, work on defining the critique essay outline before starting the writing process. One of the most common formatting styles to adopt is the APA format (APA: American Psychological Association), which has specific rules and guidelines. And keep in mind that some specific elements should be included in each section:

Introduction: The introduction’s function is to provide background relevant information. It should also include the thesis statement, which is the writer’s main argument or position on the topic. The thesis statement should be clear and specific and presented in a way that engages the reader.

Summary: The summary provides an overview of the text. It must be objective, unbiased, and accurately summarize the piece’s main points. The summary has to be brief and to the point and should only include the most important details of the work.

Analysis: The analysis is where the writer provides their evaluation of the text being critiqued. This section is the most detailed and extensive part of the paper, containing the facts that prove your main argument and support your thesis. The analysis should focus on the thesis statement and provide a clear and logical argument.

Conclusion: In the conclusion, the paper’s main points are summarized, and the thesis statement is restated to emphasize the writer’s main position. It should provide a final evaluation of the work and include recommendations for improvement.

Essential Steps to Write a Critique Essay

Critique writing requires a thoughtful and detailed approach. You can find below the essential steps to follow:

Read and observe the work:

Before beginning the essay, you should read and observe the work, taking notes on its relevant elements. It is crucial to pay attention to details and to identify both strengths and weaknesses.

Conduct research:

In addition to analyzing the work, you need to research the author, director, or artist and the work’s historical and cultural context. This step can be time and effort-consuming. That’s why as a student who’s probably stuck with many assignments, you can consider to pay for research paper , which will solve the problem most efficiently. The research can provide valuable insights into the work and help you develop a more informed critique.

Develop a thesis statement:

Based on the analysis of the work and any research conducted, you should develop a clear and specific thesis statement that accurately presents your main argument or evaluation of the piece.

Write your critique:

Once you have your thesis statement, you can begin writing your critique essay. Begin by providing some background information on the work in an introduction. In the body of your essay, provide evidence and analysis to support your evaluation. Use specific examples and quotes from the text to support your arguments. Consider including external sources to provide additional context or compare the work to similar works. Finally, end your essay with a conclusion summarizing your main points and restating your thesis statement.

Revise and edit:

After completing the first draft of your essay, you should revise and edit it carefully. Pay attention to your argument’s structure, clarity, and coherence. Also, ensure that your essay logically progresses from one concept to the next. It’s important to note that when you format an essay , considerations may vary depending on the assignment’s specific requirements. Some may require additional sections, such as a discussion of the author’s background or a comparison to other works.

How to start a critique paper?

Starting a critique paper requires careful consideration and preparation. It is important to read and understand the subject thoroughly, including its purpose, structure, and context. Once you have a clear understanding of the subject, you should identify specific criteria to use in your evaluation, such as style, structure, effectiveness, relevance, and accuracy. Taking notes on the subject’s strengths, weaknesses, and areas for improvement will help you organize your thoughts, and creating an outline that includes the introduction, analysis, and conclusion will ensure a well-structured paper. Finally, a strong thesis statement that clearly states your evaluation of the subject and the criteria you will use to evaluate it is crucial to the success of your critique paper.

How can I write a critique paper on a research article?

To write a critique paper on a research article, it is essential to consider key areas such as the research question and hypothesis, methodology, results, and overall evaluation. Firstly, determine whether the research question is clear, relevant, and testable. Secondly, evaluate the methodology used in the study to determine whether it’s appropriate for the research question. Thirdly, analyze the results presented in the research article to determine whether they are consistent with the research question and hypothesis. Lastly, evaluate the overall quality and contribution of the research article to the field. By considering these areas, you can provide a comprehensive critique of the research article.

What is the difference between summarizing and critiquing an article?

Many students struggle to distinguish between the two. They often summarize the work, neglecting to adopt a personal approach and use analytical skills. In such cases, custom essay writing service Edusson is the best option to handle the job for you. It also helps you improve your critical thinking and practical skills.

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Writing a Critique Paper: Seven Easy Steps

Were you assigned or asked by your professor to write a critique paper? It’s easy to write one. Just follow the following four steps in writing a critique paper and three steps in presenting it, then you’re ready to go.

One of the students’ requirements I specified in the course module is a critique paper. Just so everyone benefits from the guide I prepared for that class, I share it here.

To standardize the format they use in writing a critique paper, I came up with the following steps to make their submissions worthwhile.

Table of Contents

Step-by-step procedure in writing a critique paper.

I quickly wrote this simple guide on writing a critique paper to help you evaluate any composition you want to write about. It could be a book, a scientific article, a gray paper, or whatever your professor assigns. I integrated the essence of the approach in this article.

The critique paper essentially comprises two major parts, namely the:

1) Procedure in Writing a Critique Paper, and the

First, you will need to know the procedure that will guide you in evaluating a paper. Second, the format of the critique paper refers to how you present it so that it becomes logical and scholarly in tone.

The Four Steps in Writing a Critique Paper

Here are the four steps in writing a critique paper:

To write a good critique paper, it pays to adhere to a smooth flow of thought in your evaluation of the piece. You will need to introduce the topic, analyze, interpret, then conclude it.

Introduce the Discussion Topic

Introduce the topic of the critique paper. To capture the author’s idea, you may apply the  5Ws and 1H approach  in writing your technical report.

That means, when you write your critique paper, you should be able to answer the Why , When , Where , What , Who , and How questions. Using this approach prevents missing out on the essential details. If you can write a critique paper that adheres to this approach, that would be excellent.

Here’s a simplified example to illustrate the technique:

The news article by John Doe was a narrative about a bank robbery. Accordingly, a masked man  (Who)  robbed a bank  (What)  the other day  (When)  next to a police station  (Where) . He did so in broad daylight  (How) . He used a bicycle to escape from the scene of the crime  (How) . In his haste, he bumped into a post. His mask fell off; thus, everyone saw his face, allowing witnesses to describe him. As a result, he had difficulty escaping the police, who eventually retrieved his loot and put him in jail because of his wrongdoing  (Why) .

Hence, you give details about the topic, in this case, a bank robbery. Briefly describe what you want to tell your audience. State the overall purpose of writing the piece and its intention.

Analyze means to break down the abstract ideas presented into manageable bits.

What are the main points of the composition? How was it structured? Did the view expressed by the author allow you, as the reader, to understand?

If you want to split a log, what would you do? Do you use an ax, a chainsaw, or perhaps a knife? The last one is out of the question. It’s inappropriate.

Now, you are ready to interpret the article, book, or any composition once the requisites of analysis are in place.

Visualize the event in your mind and interpret the behavior of actors in the bank robbery incident. You have several actors in that bank heist: the robber, the police, and the witnesses of the crime.

Imagine, his mode of escape is a bicycle. What got into him? Maybe he did not plan the robbery at all. Besides, there was no mention that the robber used a gun in the heist.

If we examine the police’s response, they were relatively quick. Right after the robber escaped the crime scene, they appeared to remedy the situation. The robber did not put up a fight.

If we look at the witnesses’ behavior, we can discern that perhaps they willingly informed the police of the bank robber’s details. They were not afraid. And that’s because the robber appears to be unarmed. But there was no specific mention of it.

Assess or Evaluate

Finally, judge whether the article was a worthwhile account after all. Did it meet expectations? Was it able to convey the information most efficiently? Or are there loopholes or flaws that should have been mentioned?

Format of Presenting the Critique Paper

The logical format in writing a critique paper comprises at least three sections: the introduction, the body, and the conclusion. This approach is systematic and achieves a good flow that readers can follow.

Introduction

In any scientific article, there is always a thesis that guides the write-up. A thesis is a statement that expresses what the author believes in and tries to test in his study. The investigation or research converges (ideally) to this central theme as the author’s argument.

If you need more information about this, please refer to my previous post titled “ How to Write a Thesis .”

How is the introduction of a critique paper structured? It follows the general guidelines of writing from a broad perspective to more specific concerns or details. See how it’s written here:  Writing a Thesis Introduction: from General to Specific .

This section is similar to the results and discussion portion of a scientific paper. It describes the outcome of your analysis and interpretation.

Besides, who wants to adopt the perspective of an author who has not even got hold of a mobile phone if your paper is about  using mobile phones to facilitate learning during the pandemic caused by COVID-19 ? Find a more recent one that will help you understand the situation.

Objectively examine the major points presented by the author by giving details about the work. How does the author present or express the idea or concept? Is he (or she) convincing the way he/she presents his/her paper’s thesis?

Therefore, always find evidence to support your position. Explain why you agree or disagree with the author. Point out the discrepancies or strengths of the paper.

If you have read up to this point, then thank you for reading my musings. I hope that helped you clarify the steps in writing a critique paper. A well-written critique paper depends on your writing style.

Read More : How to Write an Article with AI: A Guide to Using AI for Article Creation and Refinement

Final Tip : Find a paper that is easy for you to understand. In that way, you can clearly express your thoughts. Write a critique paper that rocks!

Related Reading

Ragins, B. R., & Sundstrom, E. (1989). Gender and power in organizations: A longitudinal perspective. Psychological bulletin , 105 (1), 51.

Related Posts

How to write the results and discussion: 9 tips, hybrid learning vs online classes: 37 key points to ponder, researcher’s euphoria: discovering something new, about the author, patrick regoniel.

Dr. Regoniel, a hobbyist writer, served as consultant to various environmental research and development projects covering issues and concerns on climate change, coral reef resources and management, economic valuation of environmental and natural resources, mining, and waste management and pollution. He has extensive experience on applied statistics, systems modelling and analysis, an avid practitioner of LaTeX, and a multidisciplinary web developer. He leverages pioneering AI-powered content creation tools to produce unique and comprehensive articles in this website.

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Making sense of research: A guide for critiquing a paper

Affiliation.

• 1 School of Nursing, Griffith University, Meadowbrook, Queensland.
• PMID: 16114192
• DOI: 10.5172/conu.14.1.38

Learning how to critique research articles is one of the fundamental skills of scholarship in any discipline. The range, quantity and quality of publications available today via print, electronic and Internet databases means it has become essential to equip students and practitioners with the prerequisites to judge the integrity and usefulness of published research. Finding, understanding and critiquing quality articles can be a difficult process. This article sets out some helpful indicators to assist the novice to make sense of research.

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How to Critique a Research Article

Published: 01 October 2023

Let's briefly examine some basic pointers on how to perform a literature review.

If you've managed to get your hands on peer-reviewed articles, then you may wonder why it is necessary for you to perform your own article critique. Surely the article will be of good quality if it has made it through the peer-review process?

Unfortunately, this is not always the case.

Publication bias can occur when editors only accept manuscripts that have a bearing on the direction of their own research, or reject manuscripts with negative findings. Additionally,  not all peer reviewers have expert knowledge on certain subject matters , which can introduce bias and sometimes a conflict of interest.

Performing your own critical analysis of an article allows you to consider its value to you and to your workplace.

Critical evaluation is defined as a systematic way of considering the truthfulness of a piece of research, its results and how relevant and applicable they are.

How to Critique

It can be a little overwhelming trying to critique an article when you're not sure where to start. Considering the article under the following headings may be of some use:

Title of Study/Research

You may be a better judge of this after reading the article, but the title should succinctly reflect the content of the work, stimulating readers' interest.

Three to six keywords that encapsulate the main topics of the research will have been drawn from the body of the article.

Introduction

This should include:

• Evidence of a literature review that is relevant and recent, critically appraising other works rather than merely describing them
• Background information on the study to orientate the reader to the problem
• Hypothesis or aims of the study
• Rationale for the study that justifies its need, i.e. to explore an un-investigated gap in the literature.

Materials and Methods

Similar to a recipe, the description of materials and methods will allow others to replicate the study elsewhere if needed. It should both contain and justify the exact specifications of selection criteria, sample size, response rate and any statistics used. This will demonstrate how the study is capable of achieving its aims. Things to consider in this section are:

• What sort of sampling technique and size was used?
• What proportion of the eligible sample participated? (e.g. '553 responded to a survey sent to 750 medical technologists'
• Were all eligible groups sampled? (e.g. was the survey sent only in English?)
• What were the strengths and weaknesses of the study?
• Were there threats to the reliability and validity of the study, and were these controlled for?
• Were there any obvious biases?
• If a trial was undertaken, was it randomised, case-controlled, blinded or double-blinded?

Results should be statistically analysed and presented in a way that an average reader of the journal will understand. Graphs and tables should be clear and promote clarity of the text. Consider whether:

• There were any major omissions in the results, which could indicate bias
• Percentages have been used to disguise small sample sizes
• The data generated is consistent with the data collected.

Negative results are just as relevant as research that produces positive results (but, as mentioned previously, may be omitted in publication due to editorial bias).

This should show insight into the meaning and significance of the research findings. It should not introduce any new material but should address how the aims of the study have been met. The discussion should use previous research work and theoretical concepts as the context in which the new study can be interpreted. Any limitations of the study, including bias, should be clearly presented. You will need to evaluate whether the author has clearly interpreted the results of the study, or whether the results could be interpreted another way.

Conclusions

These should be clearly stated and will only be valid if the study was reliable, valid and used a representative sample size. There may also be recommendations for further research.

These should be relevant to the study, be up-to-date, and should provide a comprehensive list of citations within the text.

Final Thoughts

Undertaking a critique of a research article may seem challenging at first, but will help you to evaluate whether the article has relevance to your own practice and workplace. Reading a single article can act as a springboard into researching the topic more widely, and aids in ensuring your nursing practice remains current and is supported by existing literature.

• Marshall, G 2005, ‘Critiquing a Research Article’, Radiography , vol. 11, no. 1, viewed 2 October 2023, https://www.radiographyonline.com/article/S1078-8174(04)00119-1/fulltext

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• Spartanburg Community College Library
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• Writing a Critique
• Parts of a Critique

Depending on the source you are critiquing, your critique may not follow this exact format below. However, in general, critiques will be formatted in a similar way.

Introduction

• The name of the source or event
• What kind of source it is (book, film, lecture, etc.)
• The name of the author or the speaker
• The author or speaker's experience/expertise on the topic
• The main argument in the source (or the thesis statement of the source)
• The intended (target) audience for the source or event
• The purpose of the source or the event
• Did the author/speaker well-support their thesis statement?
• Did the author use any interest supports (stories, humor, examples, interactions, personal experience, etc.). Were they effective?
• What kind of evidence did the author/speaker use in the source (statistics, facts, quotations, surveys, studies, interviews, expert opinions). Are these resources credible/reliable? Did the evidence add to or contradict the author/speaker's argument?
• Did the source have quality content (avoiding fillers, presented newsworthy information, kept audiences interested)?
• Did the source use any visual aids (PowerPoint, images, artwork, etc.). Did the visual aids match or enhance what the author/speaker was discussing? Were the visual aids clearly organized, spell-checked, and included citations?
• Did the speaker move well through different topics?
• If the source was a live event or a recording, was the speaker energetic? Did they talk to the crowd or did they look at their notes too much? Were you able to hear and understand the speaker?
• If you're critiquing a film, were the film techniques used effective?

Conclusion/Recommendation

• What was your overall impression of the source?
• Would you recommend this source to others? Why or why not?
• What are your final thoughts about the source?

Helpful Handouts

• Sample Critique Paper Check out a sample critique essay of an event a student attended.
• How to Critique for a Live Performance (WOW) This worksheet will provide an outline of how to write a critique for the Wonders of Writing (WOW) event at SCC.
• How to Critique a Live/Zoom Presentation (Informational Presentation) This worksheet will show the outline for writing a critique for a live or a Zoom informational presentation.
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Article Critique

Ai generator.

In the realm of academia and intellectual discourse, the art of critiquing articles holds significant importance. It not only refines one’s skills but also contributes to the growth of knowledge. A well-executed article critique showcases your ability to analyze, evaluate, and engage with scholarly work. This article delves into the concept of article critiques, offering insights into their purpose and benefits, along with a step-by-step guide on how to craft one effectively.

What is an Article Critique?

An article critique is a detailed evaluation and analysis of a scholarly article or research paper . It involves an objective assessment of the author’s arguments, evidence, methodology, and conclusions. An effective critique goes beyond summarizing the content; it delves into the strengths, weaknesses, and implications of the article. Developing this skill allows you to identify the characteristics that contribute to a compelling scholarly work, while also honing your ability to engage critically with academic literature.

Article Critique Format

1. introduction.

• Article Information : Mention the title of the article, the author’s name, the source ( journal , magazine , etc.), and the publication date.
• Thesis Statement : Summarize the main argument or purpose of the article.
• Scope of the Critique : Briefly outline the main points you will discuss in your critique.

2. Summary of the Article

• Main Points : Summarize the key points and arguments presented by the author.
• Purpose and Scope : Explain the purpose of the article and the main topics covered.
• Findings and Conclusions : Highlight the primary findings and conclusions drawn by the author.

3. Critical Analysis

A. structure and organization.

• Introduction : Evaluate the effectiveness of the introduction. Does it set the stage for the article?
• Body : Assess the organization of the main sections. Are the arguments and evidence presented logically?
• Conclusion : Examine the conclusion. Does it effectively summarize the article and provide closure?

b. Content and Arguments

• Clarity : Determine if the article is clear and easy to understand.
• Evidence : Analyze the evidence used to support the arguments. Is it relevant and convincing?
• Consistency : Check for logical consistency in the arguments.

c. Research Methodology

• Approach : Evaluate the research methods used in the article. Are they appropriate for the research question ?
• Data Collection : Assess the reliability and validity of the data collection methods.
• Analysis : Examine the thoroughness and accuracy of the data analysis .

d. Writing Style

• Tone : Assess the appropriateness of the tone for the target audience.
• Language : Evaluate the use of language. Is it precise and concise?
• Grammar and Syntax : Check for grammatical correctness and syntactical clarity.

e. Contribution to the Field

• Originality : Determine the originality of the article. Does it offer new insights?
• Impact : Assess the potential impact of the article on the field. Does it advance knowledge or understanding?

4. Personal Response

• Strengths : Identify the strengths of the article. What did the author do well?
• Weaknesses : Point out the weaknesses or areas for improvement.
• Overall Impression : Provide your overall impression of the article.

5. Conclusion

• Summary : Summarize your main points of critique.
• Recommendation : Offer any recommendations for future research or improvements to the article.

6. References

• Citation : Provide a full citation of the article in the appropriate format (APA, MLA, Chicago, etc.).
• Additional Sources : Include citations for any additional sources referenced in your critique.

Examples of Article Critique For Students

Psychology article critique.

Reference: Smith, J. A., & Brown, R. L. (2022). The impact of sleep deprivation on cognitive performance. Journal of Psychological Research , 34(2), 123-135. https://doi.org/10.1001/jpsychres.2022.01.001 Introduction In their article “The Impact of Sleep Deprivation on Cognitive Performance,” Smith and Brown (2022) examine the effects of sleep deprivation on various cognitive functions. The authors aim to highlight the importance of adequate sleep for maintaining cognitive health and performance. Summary Smith and Brown (2022) conducted a series of cognitive tests on participants who were sleep-deprived for 24 hours. The results indicated significant declines in memory retention, attention span, and problem-solving skills among the sleep-deprived group. The article also discusses potential long-term consequences of chronic sleep deprivation on brain health. Critique Smith and Brown (2022) provide compelling evidence linking sleep deprivation to cognitive decline. Their methodology is robust, featuring a well-defined participant group and controlled variables. However, the study’s sample size is relatively small, which may limit the generalizability of the findings. Additionally, the article does not sufficiently explore potential confounding factors, such as stress and caffeine intake, which could influence cognitive performance. Conclusion Overall, Smith and Brown (2022) effectively underscore the critical role of sleep in cognitive health. Despite some methodological limitations, their findings contribute valuable insights to the field of sleep research. Future studies should aim to address the identified limitations to strengthen the generalizability and applicability of the results.

Education Article Critique

Reference: Johnson, L. M., & White, P. D. (2023). The impact of technology integration on student learning outcomes. Journal of Educational Technology , 29(1), 45-59. https://doi.org/10.1016/j.jeduc.2023.01.002 Introduction In the article “The Impact of Technology Integration on Student Learning Outcomes,” Johnson and White (2023) explore how incorporating digital tools and resources in the classroom affects students’ academic performance. The authors aim to identify both the benefits and challenges of technology integration in education. Summary Johnson and White (2023) evaluate various forms of technology integration, including interactive whiteboards, educational software, and online resources. They analyze the effects of these tools on student engagement, motivation, and achievement across different subjects and grade levels. The study presents data from several schools that have implemented these technologies, showing improvements in test scores and classroom participation. Critique The article by Johnson and White (2023) provides a comprehensive analysis of the positive impacts of technology on student learning. The use of multiple case studies strengthens the validity of their conclusions. However, the study’s focus on urban schools may not reflect the experiences of students in rural or underfunded schools, limiting the generalizability of the findings. Additionally, the reliance on short-term data does not capture the long-term effects of technology integration on student learning. Conclusion Johnson and White (2023) make a compelling case for the positive impact of technology on student learning outcomes. While the article effectively demonstrates the benefits of digital tools, addressing the identified limitations would provide a more comprehensive understanding of technology integration in education. Future research should focus on long-term effects, diverse educational settings, and the challenges of teacher training and equitable access to technology.

Business Article Critique

Reference: Davis, K. L., & Roberts, J. H. (2021). Corporate social responsibility and business success: A review of recent research. Journal of Business Ethics , 38(4), 220-235. https://doi.org/10.1016/j.jbuseth.2021.02.003 Introduction In their article “Corporate Social Responsibility and Business Success: A Review of Recent Research,” Davis and Roberts (2021) explore how corporate social responsibility (CSR) initiatives impact business performance. The authors aim to demonstrate the benefits of CSR in enhancing corporate reputation and customer loyalty. Summary Davis and Roberts (2021) review several studies that analyze the outcomes of CSR initiatives across different industries. The article highlights positive correlations between CSR activities and financial performance, as well as improvements in brand reputation and customer satisfaction. The authors also discuss the potential challenges businesses face when implementing CSR programs. Critique Davis and Roberts (2021) provide a thorough review of the literature on CSR and its impact on business success. The article effectively synthesizes findings from various studies, supporting their argument that CSR can be beneficial for companies. However, the article could be improved by including more critical perspectives on CSR, such as potential drawbacks or instances where CSR initiatives have failed. Additionally, the authors do not provide detailed guidelines on how companies can measure the effectiveness of their CSR efforts. Conclusion Overall, Davis and Roberts (2021) make a strong case for the positive impact of CSR on business success. Their review underscores the importance of socially responsible practices in building a positive corporate image and achieving long-term profitability. Future research should address the limitations noted, particularly by exploring the challenges and failures of CSR initiatives and providing actionable metrics for evaluating their success.

Health Sciences Article Critique

Reference: Nguyen, M. T., & Kim, H. S. (2020). The effects of a plant-based diet on cardiovascular health: A systematic review. Journal of Nutritional Science , 17(3), 95-110. https://doi.org/10.1016/j.jnutrsci.2020.03.005 Introduction In the article “The Effects of a Plant-Based Diet on Cardiovascular Health: A Systematic Review,” Nguyen and Kim (2020) investigate the impact of plant-based diets on heart disease prevention and management. The authors aim to provide evidence supporting dietary recommendations for cardiovascular health. Summary Nguyen and Kim (2020) review multiple studies comparing the cardiovascular outcomes of individuals on plant-based diets versus those on omnivorous diets. Their findings suggest that plant-based diets are associated with lower cholesterol levels, reduced blood pressure, and decreased incidence of heart disease. The authors discuss potential mechanisms, such as reduced intake of saturated fats and increased consumption of fiber and antioxidants. Critique Nguyen and Kim (2020) present a comprehensive review of the cardiovascular benefits of plant-based diets. The inclusion of various studies strengthens the validity of their conclusions. However, the review would benefit from a more balanced discussion of potential challenges, such as the risk of nutrient deficiencies and the social and cultural barriers to adopting a plant-based diet. Additionally, the article focuses primarily on short-term studies, and more research on the long-term sustainability of these diets is needed. Conclusion Overall, Nguyen and Kim (2020) provide strong evidence supporting the cardiovascular benefits of plant-based diets. Their systematic review contributes valuable insights to the field of nutritional science. Future research should address the limitations identified, particularly regarding long-term sustainability and potential challenges in adhering to plant-based diets.

Social Sciences Article Critique

Reference: Lopez, G. R., & Thompson, S. L. (2021). Urban poverty and social policy: Examining the effectiveness of welfare programs. Journal of Social Policy , 43(2), 180-195. https://doi.org/10.1016/j.jsp.2021.04.007 Introduction In the article “Urban Poverty and Social Policy: Examining the Effectiveness of Welfare Programs,” Lopez and Thompson (2021) analyze the impact of various welfare programs on reducing urban poverty. The authors aim to assess the effectiveness of these programs in improving the socioeconomic conditions of urban populations. Summary Lopez and Thompson (2021) evaluate several welfare programs, including food assistance, housing subsidies, and employment training initiatives. Their analysis reveals mixed outcomes, with some programs showing significant positive effects on poverty reduction, while others have minimal impact. The authors discuss factors contributing to these varied results, such as program design, implementation quality, and participant engagement. Critique Lopez and Thompson (2021) provide a detailed analysis of the effectiveness of welfare programs in addressing urban poverty. The article’s strength lies in its comprehensive evaluation of multiple programs and consideration of various influencing factors. However, the study relies on data from a limited number of cities, which may not be representative of broader urban contexts. Additionally, the authors could have included more qualitative data to provide deeper insights into the lived experiences of program participants. Conclusion Overall, Lopez and Thompson (2021) offer valuable insights into the effectiveness of welfare programs in reducing urban poverty. Their findings highlight the need for well-designed and effectively implemented programs to achieve meaningful poverty reduction. Future research should aim to include a more diverse range of urban settings and incorporate qualitative data to enrich the understanding of program impacts.

Examples of Thesis Statements for Article Critiques

Psychology article critique thesis statements.

• “The article successfully links mindfulness practices to reduced anxiety levels, yet it overlooks the potential variability in individual responses, which could affect the generalizability of the results.”
• “While the study provides significant insights into the effects of social media on adolescent self-esteem, its cross-sectional design limits the ability to infer causality.”

Literature Article Critique Thesis Statements

• “The article provides a nuanced analysis of the themes of isolation in ‘Frankenstein,’ but its limited engagement with contemporary critical perspectives reduces its impact.”
• “Although the article offers a compelling interpretation of symbolism in ‘Moby Dick,’ its narrow focus on literary devices neglects the broader socio-political context of the novel.”

Business Article Critique Thesis Statements

• “The article effectively highlights the benefits of agile project management in tech startups, but it fails to consider the potential downsides, such as the risk of scope creep and resource strain.”
• “Despite presenting a well-researched argument for the advantages of remote work, the article’s lack of empirical data on long-term productivity effects weakens its conclusions.”

Health Sciences Article Critique Thesis Statements

• “The article convincingly argues for the role of gut microbiota in mental health, though it would benefit from a more thorough exploration of the mechanisms underlying this relationship.”
• “While the study provides strong evidence for the benefits of intermittent fasting on metabolic health, its reliance on short-term studies limits the understanding of long-term effects.”

Education Article Critique Thesis Statements

• “The article makes a strong case for the use of gamification in education to enhance student motivation, yet it neglects to address potential challenges related to accessibility and equity.”
• “Despite effectively demonstrating the positive impacts of project-based learning on student engagement, the article lacks consideration of the additional resources and training required for successful implementation.”

Environmental Science Article Critique Thesis Statements

• “The article offers a comprehensive review of the impacts of deforestation on climate change, but it would be strengthened by incorporating more case studies from diverse geographic regions.”
• “While the article effectively discusses the potential of urban green spaces to mitigate air pollution, it underestimates the complexities of urban planning and maintenance costs.”

Social Sciences Article Critique Thesis Statements

• “The article provides valuable insights into the influence of cultural norms on gender roles, but its limited geographic focus restricts the applicability of its findings to a global context.”
• “Although the study sheds light on the relationship between economic inequality and crime rates, its reliance on correlational data makes it difficult to draw definitive causal conclusions.”

Example of Article Critique About Education

Article Title : The Impact of Technology Integration on Student Learning Outcomes Introduction The article “The Impact of Technology Integration on Student Learning Outcomes” investigates how the use of digital tools and resources in the classroom influences students’ academic performance. The research aims to identify the benefits and potential drawbacks of incorporating technology into educational settings. Summary The study evaluates various forms of technology integration, including interactive whiteboards, educational software, and online resources. It examines their effects on student engagement, motivation, and achievement across different subjects and grade levels. The article presents data from several schools that have implemented these technologies, showcasing improvements in test scores and classroom participation. Critique The article provides a comprehensive analysis of the positive impacts of technology on student learning. The use of multiple case studies strengthens the validity of its conclusions. However, the article could improve by addressing some critical aspects: Sample Size and Diversity : The study primarily focuses on schools in urban areas, which may not reflect the experiences of students in rural or underfunded schools. Expanding the sample size to include a more diverse range of schools would enhance the generalizability of the findings. Longitudinal Data : The research relies heavily on short-term data, which may not capture the long-term effects of technology integration on student learning. Longitudinal studies are necessary to understand the sustained impact of these tools. Teacher Training and Support : While the article highlights the benefits of technology, it overlooks the challenges teachers face in integrating these tools effectively. Providing adequate training and ongoing support is crucial for the successful implementation of technology in the classroom. Equity and Access : The article briefly mentions the digital divide but does not delve into how disparities in access to technology can affect educational outcomes. A more thorough examination of equity issues would provide a balanced perspective on the advantages and limitations of technology integration. Conclusion Overall, the article makes a compelling case for the positive impact of technology on student learning outcomes. It effectively demonstrates how digital tools can enhance engagement and academic performance. However, to provide a more comprehensive understanding, future research should address the limitations identified, particularly regarding sample diversity, long-term effects, teacher support, and equity issues. By doing so, the research could offer more actionable insights for policymakers and educators striving to harness the full potential of technology in education.

More Examples & Samples Article Critique in PDF

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Purpose of Article Critique

An article critique serves multiple essential purposes in both academic and professional contexts. Below, we delve into the primary objectives of conducting an article critique, which are vital for developing critical thinking, analytical skills, and subject-specific knowledge.

1. Developing Critical Thinking Skills

Critical Evaluation:

• Encourages students and professionals to go beyond surface-level reading.
• Promotes a deeper understanding of the material by questioning the validity and reliability of the arguments presented.

Analytical Reasoning:

• Helps in identifying logical fallacies, biases, and unsupported claims.
• Facilitates the assessment of evidence and methodologies used in the article.

2. Enhancing Understanding of Subject Matter

In-Depth Analysis:

• Requires a thorough examination of the article’s content, including the main arguments, evidence, and conclusions.
• Enhances comprehension of complex concepts and theories within a specific field.

Contextual Awareness:

• Places the article within the broader context of existing literature.
• Identifies gaps in the research and suggests areas for further investigation.

3. Improving Academic Writing Skills

Structured Writing:

• Teaches students how to organize their thoughts coherently.
• Develops skills in writing clear, concise, and structured critiques.

Evidence-Based Arguments:

• Encourages the use of evidence to support evaluations and opinions.
• Helps in the practice of citing sources correctly and ethically.

4. Facilitating Peer Review and Feedback

Constructive Criticism:

• Provides a framework for giving and receiving constructive feedback.
• Enhances collaborative learning by engaging in discussions about the strengths and weaknesses of an article.

Quality Assurance:

• Plays a crucial role in academic publishing and professional fields by ensuring the quality and credibility of published work.
• Helps maintain high standards in research and scholarship.

5. Encouraging Lifelong Learning

Continual Improvement:

• Fosters a habit of continuous learning and improvement.
• Keeps individuals updated with the latest research, trends, and advancements in their field.

Adaptability:

• Prepares students and professionals to adapt to new information and changing paradigms.
• Cultivates a mindset that is open to questioning and re-evaluating established knowledge.

Components of an Article Critique

An effective article critique includes several key components to ensure a thorough evaluation and analysis. Below are the main components:

• Provide an overview of the article.
• Introduce the main thesis and key points.

Components:

• Title and Author: State the article’s title and author.
• Publication Details: Include publication name, date, etc.
• Thesis Statement: Summarize the article’s main argument.
• Purpose of the Critique: Explain your objective.
• Summarize the article’s content.
• Main Points: Highlight key arguments.
• Methodology: Describe research methods briefly.
• Findings and Conclusions: Outline main findings and conclusions.

3. Analysis

• Critically examine the article’s structure, content, and logic.
• Structure and Organization: Evaluate clarity and coherence.
• Content Evaluation: Assess relevance and depth.
• Argumentation: Analyze logical flow and evidence strength.
• Methodology: Critique research methods and identify biases.
• Sources and References: Evaluate quality and relevance of cited sources.

4. Evaluation

• Assess the article’s overall contribution.
• Strengths: Highlight strengths such as originality and depth.
• Weaknesses: Identify weaknesses like gaps and biases.
• Contribution to the Field: Discuss the article’s impact.
• Summarize the critique and provide final thoughts.
• Summary of Evaluation: Recap key points.
• Overall Assessment: Provide a final judgment.
• Recommendations: Suggest future research or improvements.
• List sources cited in your critique.
• Citations: Format according to the appropriate style (e.g., APA, MLA).

How to Write an Article Critique

Mastering the art of crafting an effective article critique requires a systematic approach. Here is a step-by-step guide to help you navigate this process with finesse.

Step 1: Reading and Observation

Before diving into the critique, thoroughly read the article. Take notes on the main points, observation ,  objectives , and tone of the article. Identify the author’s goals and the case study , if applicable. This step is crucial for grasping the nuances of the work.

Step 2: Analyzing Structure and Content

Evaluate the structure of the article. Identify the introduction, main arguments, supporting evidence, and conclusion. Examine the use of verbs and analogies , as well as the cause-and-effect relationships presented. Analyze how effectively the author communicates their ideas.

Step 3: Assessing Methodology and Evidence

Scrutinize the methodology used by the author. Is it appropriate for the objectives of the article? Evaluate the quality and relevance of the evidence presented. Consider whether the evidence supports the author’s claims adequately.

Step 4: Critical Evaluation

Engage in a critical evaluation of the article. Identify its strengths and weaknesses. Does the author effectively address counterarguments? Are there any gaps in the logic? Assess the overall coherence and effectiveness of the article’s presentation.

Why is article critique important?

It develops critical thinking, enhances understanding of the subject, improves academic writing skills, and provides constructive feedback.

What are the main components of an article critique?

Introduction, Summary, Analysis, Evaluation, Conclusion, and References.

How do I start an article critique?

Begin with an introduction that provides the article’s title, author, publication details, and a brief summary of its thesis and purpose.

What should be included in the summary?

Key points, research methods, findings, and conclusions of the article.

How do I analyze an article?

Examine the structure, content, logic, argumentation, methodology, and sources for clarity, relevance, and evidence strength.

What makes a good evaluation?

Balanced assessment of the article’s strengths and weaknesses, and its contribution to the field.

How should I conclude an article critique?

Summarize your findings, provide an overall assessment, and offer suggestions for improvement or future research.

How do I cite sources in an article critique?

Follow the appropriate citation style (e.g., APA, MLA) and ensure all references are correctly formatted.

What are common pitfalls to avoid in an article critique?

Avoid biased or overly negative reviews, lack of evidence for claims, and failure to provide a balanced perspective.

How can I ensure my critique is objective?

Use evidence to support your points, acknowledge both strengths and weaknesses, and avoid personal biases.

Text prompt

• Instructive
• Professional

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How to Critique a Research Paper

Published 16 October, 2023

You might be asked by your teachers and professors in college to critique an article or research paper to reveal its authenticity through criticism. A research paper critique considers both negative and positive points of the research paper before giving any statement about the Research Paper. Students having no idea about how to critique a research paper can take the help of the following tips given for the research paper critique. My Research Topics experts give their guidance to critique a research paper to the students.

Useful tips and examples are cited below for the students to understand the process of critiquing a research paper with expertise. Make sure that you are not skipping these tips as professional research paper writers of My Research Topics have suggested these guiding tips to the students.

Read the Entire Research Paper before Start critiquing it

If you have been assigned with writing a research paper critique make sure that you have finished the primary reading of the research paper. It is very important to read the research paper carefully till the end It will help the students to find out certain useful leads to a critique of a research paper. Also, research topics for the critique also become easy to find. You can also take the help to critique a research paper from the professional research paper helpers of the My Research Topics. So do not show a casual approach a write high-quality research paper on the deadline assigned to you.

Note down some important arguments that are discussed in the paper

While reading the research paper it is the responsibility of the students to note down important points of the research paper. These important points include the arguments that the writer of the research paper has risen through his writing the paper. It will help the students to start critiquing their research paperwork. Students can pin these points on the paper and then while finding the research leads these arguments could serve this purpose easily. Help from the certified and professional research paper helpers could be taken by the students. High qualities help in critiquing arguments of the research paper is given to the students and that is to all the time.

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Do research on the authenticity of these arguments and resources used

The next step in the process of article critique is to check the authenticity of the arguments that are written by the writers of a research paper. This authenticity could be checked only through performing research on the resources used and how authentic they were. If research is done by using authentic resources and by applying a correct research methodology authenticity of the research paper could be checked. Help in checking the research paper’s authenticity to the students is given by Myresearchtopics .com experts to the students. So make sure that you are taking this help to check whether the given arguments of the research paper are authentic or not.

Write the validity of the solutions given for these arguments

The next step in writing the research paper article is to check the validity of the solutions that research paper writers have given to the arguments of the topic. These solutions must be practical in nature which could be applied to real life. There are many solutions that the research paper contains that are of no use when it comes to applying them on the real grounds. Such solutions must be disclosed by the critique while critiquing a research paper. Help to critique the research paper solutions is given by the My Research Topics Experts to the students.

So if you are assigned such a task take the help of experts for this task. There is no value in the solutions given for the troubles discussed related to the research paper topics if they are not useful in the real part of life. A research paper critique must keep this point in mind before giving an unbiased research paper critique to the professors. A high score could be obtained by following this philosophy.

Give your personal critical analysis at the end

When all the above tasks are completed by the students the final step is to give an overall personal criticism on the research paper. It is what the critique personally feels about the research paper. But it does not mean that anything could be said about the research paper as every statement has to be substantiated with valid reasons and examples. So this is the most difficult task that students do in their personal critical analysis while writing a research paper critique. Seek the help of the My Research Topics experts to complete research paper critique assignments on time with these experts and submit them before the deadline.

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Conclude your article critique

Finally, conclude your research paper critiquing at the end by giving a research conclusion at the end. You can give the overall review of the entire critique of the research paper that you have written so far. Both negative and positive aspects of the research paper need to be discussed at this stage. Do not include new points at this part of the time. You have to show the success of your article critique at this point in time. You have the option to seek help from the My Research Topics Experts as well. High-quality help in writing research paper critiques is given to the students by these experts.

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Research Guide

Disclaimer: The Reference papers provided by the Myresearchtopics.com serve as model and sample papers for students and are not to be submitted as it is. These papers are intended to be used for reference and research purposes only.

Title Page Setup

A title page is required for all APA Style papers. There are both student and professional versions of the title page. Students should use the student version of the title page unless their instructor or institution has requested they use the professional version. APA provides a student title page guide (PDF, 199KB) to assist students in creating their title pages.

Student title page

The student title page includes the paper title, author names (the byline), author affiliation, course number and name for which the paper is being submitted, instructor name, assignment due date, and page number, as shown in this example.

Title page setup is covered in the seventh edition APA Style manuals in the Publication Manual Section 2.3 and the Concise Guide Section 1.6

Related handouts

• Student Title Page Guide (PDF, 263KB)
• Student Paper Setup Guide (PDF, 3MB)

Student papers do not include a running head unless requested by the instructor or institution.

Follow the guidelines described next to format each element of the student title page.

Professional title page

The professional title page includes the paper title, author names (the byline), author affiliation(s), author note, running head, and page number, as shown in the following example.

Follow the guidelines described next to format each element of the professional title page.

Article  

• Volume 79, issue 3
• GH, 79, 259–262, 2024
• Related articles
• Urban geography in times of crisis

Research without researchers: southern theory critique of research practices

Nipesh palat narayanan.

The metropolitan rootedness of urban studies has been under critique for more than 2 decades. The call for more studies from “elsewhere” and theorization from “outside” the North Atlantic circuits of knowledge production has changed the landscape of urban theory. However, the genius loci of this urban theory still lies in the metropolis (centre of power and knowledge). One key reason for this metropolitan locatedness is the lack of attention paid to geo- and bio-politics of knowledge which separates/excludes the ontological location of the researchers from research practice. This separation/exclusion allows a research practice wherein data are produced from the field, theorization happens elsewhere, and the researcher manages this process (as objectively as possible). This schema evades the locationality of research questions/concerns, as to where they come from, and how the ontological location of the researcher produces them. This paper discusses the need to recentre the researcher to evade what allegorically becomes “research without researchers”.

• Article (PDF, 310 KB)
• Article (310 KB)
• Full-text XML

Narayanan, N. P.: Research without researchers: southern theory critique of research practices, Geogr. Helv., 79, 259–262, https://doi.org/10.5194/gh-79-259-2024, 2024.

The COVID19-related travel restrictions for the first time gave a taste, to the privileged few, of how dehumanizing crossing borders could be for the majority; citizens from a country can be refused entry/exit, and there was a constantly changing set of documents to let one pass, obliging one to put one's body up for examination, and infantilization to an extent that one would be taught how to wash one's hands. Nonetheless, it has been and still is the reality for the majority of those whose skin colour is not right or whose passports are not issued by the right country. The point here is to think of who or which kind of researcher can do what research. This point is not just a question of racialization or embodiment (of bodies, identities, and papers), but it touches a large gamut of aspects which can be a concern for anyone, including the most privileged researchers. The family situations, bodily capabilities, health (mental and physical), care responsibilities, financial resources, past experiences (trauma), and much more play a role in what is researched and how it is researched – beyond the contorted imaginary of a free researcher or academic freedom (cf. Gutiérrez-Aguilar et al., 2016).

Here, my own work can serve as an anecdotal example. I study the urban from different locations, namely Montreal, Florence, Delhi, and Colombo. Of course, the locations of these sites fit very well into the rubric of north–south comparison and aid my contribution to southern theory. But my selection of these four sites is coincidental, emerging from the geo- and bio-politics of knowledge production. I cannot freely choose research sites based on my theoretical needs. For example, I live in Montreal, and New York would be a very apt comparison for my interest in urban imaginaries and knowledge hegemony. However, I dare not cross the border over to the city which is less than 1.5 h by aeroplane. Instead, I chose to compare it with Delhi; travelling 18 h is less traumatic, all because of which country's passport I hold. Again, here, let us not focus only on the disenfranchisements. I can expand the theoretical limits of my work on street food by studying processes in Mexico City, which is geographically closer to Montreal than other cities I study. I do not need a visa for Mexico, but studying processes in Mexico City would need me to update my linguistic capabilities, learn cultural intricacies, and spend long time there. At the current stage of my career (tenure track) I can choose (a privilege) to not put myself through these efforts and rather continue to travel to Delhi, Colombo, or Florence – vastly increasing my ecological footprint. I choose Delhi, Colombo, and Florence, for I have lived in these cities, have friends, know the social codes, and navigate the public realm with ease. In both examples above, my theoretical orientation and my empirical work were subjectively and arbitrarily decided; I study what I study because it interests me and because I can; i.e. my ontological location allows/promotes it. By ontological location, I mean here the theoretical locations of my research concerns and the debates I draw/benefit from. Nonetheless, in my research outputs (mostly journal articles and book chapters), I neither discuss my ontological location nor does the format allow for this discussion (unless it is the focus of the article, such as the present one). Omission of the discussion on why it interests me or why I can study it allows for a universalization of the dominant ontology perpetrated as objective (cf. Hountondji, 2009; Alatas, 2000; Houssay-Holzschuch, 2020). That is, research concerns emanating from my ontological location become simply research concerns (elimination of the researcher). In this light, recentring of the researcher fosters two key objectives which I will discuss in the following sections: (i) de-universalization of methods and (ii) pluriversalizing urban theory.

Researchers are humans; their biases are well documented, and their positionalities are well formalized in the way research objectives are sought. Thus, researchers are epistemologically present in the research practices. However, ontologically, they are absent, and thus is the geo- and bio-politics of knowledge which Mignolo (2005:122) elucidated as follows:

… knowledge is geo- and bio- politically constituted. That is, geo-politics of knowledges derives from local experiences (as science derives from local experiences of Western capitalist countries) in which the geo-historical aspect accounts for the tension, negotiation, and violence in all the terrains touched by Western colonial expansion; while the bio-political accounts for the experiences, needs, angers, interests, and critical acumen of the “scientist” or critical intellectual who feels in her or his body the colonial matrix of power and translates it into conceptual analysis and arguments toward the decolonization of knowledge (that is, one of the fundamental components of the colonial matrix of power).

Mobilizing Mignolo's (2015) argument for research practices could lead to the question: where do the research questions and concerns come from? Is it not that the research interests are personal and the concerns collectively located in the research environments (usually metropolitan)? In this sense, what good is learning from elsewhere (the contestation of this elsewhere withstanding) if the resulting urban studies are still located in the metropolis? Mobilizing Connell's (2011) formulation, metropolis here stands for the centre of power and knowledge. The subjective nature of research concerns, its locationalities, and recentring of the researchers (a human being) are important for thinking about the futures of research practices. I would like to flag here that the ontological location or metropolis are not necessarily geographical locations, like north or west, but rather a political position to highlight the multidimensional/scalar convergences of knowledge and power.

The discussions around the positionality and privileges of the researchers are not new, though; they have been limited to the data collection/production phase which for many in urban studies/geography is operationalized via fieldwork. What happens in the field (methods or even conduct of the researcher) or during the data collection phase in general is based on the research questions/concerns which are located elsewhere away from the field. This focus on the ontological location of the researcher is to critique the research practice and postulate future southern theory possibilities of research practices. Southern theory, in brief, is a study of knowledge hegemonies (Connell, 2011; Palat Narayanan, 2021).

The critiques of urban studies' metropolitan rootedness have led to significant debates towards altering the landscape of urban theory (Patel, 2014; Montalva Barba, 2023). The core arguments have been that we should study and theorize the urban from “elsewhere” (as well). The elsewhere here has been varied and contested from the global south (Roy, 2009; Cornea, 2023) and the global east (Müller, 2020) to other cities (Véron, 2010; Pham et al., 2023) and to other practices (Ray, 2021; Bathla, 2024; Palat Narayanan and Cornea, 2024) (to name a few of the epistemic clusters). In sum, the literature maintains that metropolitan urban studies are parochial and local; so, to make it global, we should study and theorize from elsewhere(s). These pertinent attempts to dislocate metropolitan urban studies withstanding and successful the genius loci of urban theory still are based in the metropolis; i.e. the research agenda is still generated in the metropolis (Palat Narayanan, 2022; Samanta, 2021). This metropolitan locatedness is possible by discursively separating the researcher from the research conception and creating, what allegorically is the title of this paper, research without researchers. This absence allows for the universalization of research practices for it is rendered as emanating from objective theoretical frameworks. Such universalization situates research in hegemonic locations, making urban theory and studies ever more metropolitan.

A key part of what research is done arises from researcher's subjective interests (the bio-politics of knowledge production) and privileges (the geo-politics of knowledge production). Locating the ontological location of the researcher, more than a critique of metrocentricity, is to highlight the need for a pluriversal knowledge politics; that is, one that promotes diverse questions on what to know rather than diversity on how to know it and where to know it from.

Furthermore, questioning the ontological location of researchers allows the provincialization of research practices and the privileges on which contemporary urban research is built. Progress in urban studies (and human geography in general) often takes the suggestive tone of what should be done next (usually using the term “turn”). However, who can take these turns remains elusive. For example, the recent surge in calls for comparative urban studies is varied in positions and theoretically sound. However, it evades the question of who can do comparative studies. Just a pithy survey of researchers will make us realize that not everyone can engage in a comparative study of their choice. This realization is important for us to stop universalizing the turns (often postulated for the entire discipline), be aware of our privileges, and be inclusive about our declarations of the future course of the urban research or, to rephrase Ren (2022:1741), “humble the chest-pounding, posturing, privilege of thinking”.

There is a certain advantage in producing knowledge from the metropolis for it becomes desirable, and the geo-political positioning makes it pertinent (cf. Alatas, 2000; Hountondji, 2009; Said, 1977). For example, for decades, Latin American scholars, many of whom are rooted in local struggles and indigenous communities, have been writing about (de/anti-)colonization. However, the newer writings from the metropolis is bringing, what some have called, the decolonial turn 1 . The tragedy of this turn is that one can claim expertise in decolonial theory without ever engaging with the path-breaking works of those 2 Latin American scholars. Furthermore, the nouveau decolonial experts are located in the metropolis (a large portion in the UK, USA, and anglophone Canada), some of whom are employed by universities that have (are) directly benefited (benefiting) from European extractivism and USA's imperialism. The experts and gatekeepers of decolonial knowledge come from the metropolis and render their knowledge as universal while eliminating thought which came before their domination. When discussed, if at all, the earlier decolonial works remain particular, arising from a specific context, whereas the metropolitan decolonial is universal and can be applied to anything anywhere. Even within this metropolitan decolonial knowledge, certain positions are off-limits; e.g. the silencing of many scholars who discuss the colonization of Palestine (Griffiths et al., 2024; Shwaikh and Gould, 2019). Critiquing this metropolitan rootedness of knowledge production, Chatterjee (2008:291) has aptly argued:

Europe and the Americas, the only true subjects of history, have thought out on our behalf not only the script of colonial enlightenment and exploitation, but also that of our anticolonial resistance and postcolonial misery.

The above example is merely to show how the elimination of the ontological position of the researcher leads to the reinforcement of the existing dominations and hegemonies (cf. Dabashi, 2015, for more on this theme). This does not mean that a researcher from the metropolis cannot develop decolonial theory, but it does mean that the process of developing that decolonial theory cannot be universalized. That is, the realization that our research concerns are subjective and that our research practices emanate from our privileges will de-universalize research methods. Furthermore, research methods do not objectively emanate from research concerns (or theoretical goals) but depend on the ontological location of the researcher. So, future research practice will have to de-universalize and discuss methods in tandem with the researcher; i.e. there is no research method without a subjective researcher. This will also allow a more comprehensive appreciation of various research practices, most notably of the researchers who are strongly rooted in the context (cf. Smith, 1999) or those who, by living in the context, take up a long-term study (partially emanating from the geo-political and bio-political aspects of not being able to study elsewheres).

This comprehensive appreciation of various research practices has also put into question the “global” ambitions of urban theory. The parochiality of this global becomes most visible in the turns, where the research concerns of a few metropolitan researchers become the ground for labelling the shift in the discipline. In another sense, it is appropriate as the discipline tells what you need to do (a metropolitan trait). Thus, as Nigam (2020:19) has aptly phrased, it would be pertinent to highlight “who determines what the agenda of the day for theory will be”.

If research concerns are subjective, then the resulting urban theory is ontologically located in the research context of the researcher. If the ontological location which dictates “what we should know” remains rooted in the metropolis, then the parochiality of the global becomes visible. This visibility, and hopefully acknowledgement, paves the way for multiple globes, pluriversal urban theories, and research practices.

The author has declared that there are no competing interests.

Publisher's note: Copernicus Publications remains neutral with regard to jurisdictional claims made in the text, published maps, institutional affiliations, or any other geographical representation in this paper. While Copernicus Publications makes every effort to include appropriate place names, the final responsibility lies with the authors.

Alatas, S. H.: Intellectual Imperialism: Definition, Traits, and Problems, SE Asian J. Social Sci., 28, 23–45, 2000. 

Bathla, N.: Extended urbanisation and the politics of uncertainty: The contested pathways of highway corridors in India, Geogr. J., 190, e12441, https://doi.org/10.1111/geoj.12441 , 2024. 

Chatterjee, P.: Whose Imagined Community?, in: The New Social Theory Reader, Routledge, ISBN 978-1-00-306096-3, 2008. 

Connell, R.: Southern theory: the global dynamics of knowledge in social science, Reprinted., Polity Press, Cambridge, 271 pp., ISBN 978-0-7456-4248-2, 2011. 

Cornea, N.: Seeing the state in waste? Exploring the everyday state and imagined state performance in Lusaka's lower income settlements, Singapore J. Trop. Geo., 45, 39–53, https://doi.org/10.1111/sjtg.12513 , 2024. 

Dabashi, H.: Can non-Europeans think?, Zed Books, London, 302 pp., ISBN 978-1-78360-420-3, 2015. 

Griffiths, M., Hughes, S., Mason, O., Nassar, A., and Currie, N. P.: An open letter to the SJTG and the Royal Geographical Society (with IBG): The War on Gaza, the Royal Geographical Society (with IBG), and a Palestinian literary event, Singapore J. Trop. Geogr., 45, 6–17, https://doi.org/10.1111/sjtg.12527 , 2024. 

Gutiérrez-Aguilar, R., Linsalata, L., and Trujillo, M. L. N.: Producing the Common and Reproducing Life: Keys Towards Rethinking the Political, in: Social Sciences for an Other Politics: Women Theorizing Without Parachutes, edited by: Dinerstein, A. C., Springer International Publishing, Cham, 79–92, ISBN 978-3-319-47776-3, 2016. 

Hountondji, P. J.: Knowledge of Africa, Knowledge by Africans: Two Perspectives on African Studies, RCCS Annual Review, 1, 121–131, https://doi.org/10.4000/rccsar.174 , 2009. 

Houssay-Holzschuch, M.: Making the provincial relevant? Embracing the provincialization of continental European geographies, Geogr. Helv., 75, 41–51, https://doi.org/10.5194/gh-75-41-2020 , 2020. 

Mignolo, W. D.: Prophets Facing Sidewise: The Geopolitics of Knowledge and the Colonial Difference, Social Epistemol., 19, 111–127, https://doi.org/10.1080/02691720500084325 , 2005. 

Montalva Barba, M. A.: To move forward, we must look back: White supremacy at the base of urban studies, Urban Stud., 60, 791–810, https://doi.org/10.1177/00420980221129150 , 2023. 

Müller, M.: In Search of the Global East: Thinking between North and South, Geopolitics, 25, 734–755, https://doi.org/10.1080/14650045.2018.1477757 , 2020. 

Nigam, A.: Decolonizing Theory: Thinking Across Traditions, Bloomsbury India, New Delhi, ISBN 978-93-89812-35-0, 2020. 

Palat Narayanan, N.: Southern Theory without a North: City Conceptualization as the Theoretical Metropolis, Ann. Am. Assoc. Geogr., 111, 989–1001, https://doi.org/10.1080/24694452.2020.1791040 , 2021. 

Palat Narayanan, N.: Dislocating Urban Theory: Learning with Food-Vending Practices in Colombo and Delhi, Antipode, 54, 526–544, https://doi.org/10.1111/anti.12769 , 2022. 

Palat Narayanan, N. and Cornea, N.: How many Kirulapana Canals are there in Colombo? Reading everyday imageries and imaginations using southern theory, Cult. Geogr., 0, 1–14, https://doi.org/10.1177/14744740241230697 , 2024. 

Patel, S.: Is there a “south” perspective to urban studies?, in: The Routledge handbook on cities of the Global South, edited by: Parnell, S. and Oldfield, S., Routledge, London, New York, 37–46, ISBN 978-0-415-81865-0, 2014. 

Pham, T.-T.-H., Trân, K. M., Thiêu, T. M. D., and Trân, T. M. T.: “No flooding, no traffic jams here, no jobs either”: Conceiving urbanization in small cities of southern Vietnam, Habitat Int., 142, 102949, https://doi.org/10.1016/j.habitatint.2023.102949 , 2023. 

Ray, R.: Spatial adhocism of the urban territory: sketches from a squatter settlement in Kolkata, Third World Themat., 6, 159–178, https://doi.org/10.1080/23802014.2022.2113743 , 2021. 

Ren, J.: A more global urban studies, besides empirical variation, Urban Stud., 59, 1741–1748, https://doi.org/10.1177/00420980221085113 , 2022. 

Roy, A.: The 21st-Century Metropolis: New Geographies of Theory, Reg. Stud., 43, 819–830, https://doi.org/10.1080/00343400701809665 , 2009. 

Said, E. W.: The Intellectual Origins of Imperialism and Zionism, Gazelle Review, 47–52, ISBN 978-0-14-118742-6, 1977. 

Samanta, G.: Reading Urban Theories and Texts: Reflections from a Small Town of the Global South, Populat. Geogr., 43, 125–130, 2021. 

Shwaikh, M. and Gould, R. R.: The Palestine Exception to Academic Freedom: Intertwined Stories from the Frontlines of UK-Based Palestine Activism, Biography, 42, 752–773, 2019. 

Smith, L. T.: Decolonizing methodologies: research and indigenous peoples, Zed Books, University of Otago Press, London, New York, 208 pp., ISBN 978-1-85649-623-0, 1999. 

Táíwò, O.: Against decolonisation: taking African agency seriously, Hurst & Company, London, 270 pp., ISBN 978-1-78738-692-1, 2022. 

Véron, R.: Small Cities, Neoliberal Governance and Sustainable Development in the Global South: A Conceptual Framework and Research Agenda, Sustainability, 2, 2833–2848, https://doi.org/10.3390/su2092833 , 2010. 

Intentionally not referencing publications that make this claim to not single out some works; cf. Táíwò (2022) for a similar set of arguments discussing scholarship from and on Africa and the mono-causal use of decolonization.

Always nameless, always faceless, and always hidden.

• Researcher and the field
• Reading research practices using southern theory
• Researcher centric subjective research practices
• Competing interests

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Technical Reports & Standards Collection Guide

Introduction.

• Technical Reports Collections
• Standards Collection
• American Documentation Institute (ADI)
• Office of Scientific Research and Development (OSRD) Collection
• Synthetic Rubber Project
• Technical Translations (TT) Series
• Locating Technical Reports and Standards
• Research Assistance and Reproductions
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• Using the Library of Congress
• Jennifer Harbster, Head, Science Section, Researcher Engagement & General Collections Division
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Last Updated: May 7, 2024

Science & Technical Reports : Ask a Librarian

Have a question? Need assistance? Use our online form to ask a librarian for help.

Get connected to the Library’s large and diverse collections related to science, technology, and business through our Inside Adams Blog. This blog also features upcoming events and collection displays, classes and orientations, new research guides, and more.

The Library of Congress is completing a project to update and modernize Library reading room websites. As a part of the process, “The Technical Reports and Standards Collection” is in the process of being updated and migrated to this new platform. The process has not yet been completed and the guide remains subject to change.

Researchers with questions about the collection are encouraged to contact a science or business librarian using the Ask-a-Librarian: Science and Technical Reports or Ask a Librarian: Business online form, by phone, at (202) 707-5639, or in person, at the reference desk, in the Science and Business Reading Room, on the fifth floor of the Library's John Adams Building.

Technical Reports

Technical reports are designed to quickly alert researchers to recent findings and developments in scientific and technical research. These reports are issued for a variety of purposes:

• to communicate results or describe progress of a research project
• to convey background information on an emerging or critical research topic
• to provide lists of instructions or procedures for current practices
• to determine the feasibility of a technology and recommend if research should be continued (and how to evaluate any further progress made)
• to detail technical specifications (materials, functions, features, operation, market potential, etc.)

Technical reports first appeared in the early part of the 20th century. The U.S. Geological Survey (USGS) published a series of professional papers beginning in 1902, and the National Advisory Committee for Aeronautics (NACA) issued its first report in 1915. But, the format gained importance during World War II, emerged in the postwar era, and remains, to this day, a major tool for reporting progress in science and technology, as well as in education, business, and social sciences research. The names given to series of these publications vary, but are often such generic terms as "technical reports," "working papers," "research memoranda," "internal notes," "occasional papers," "discussion papers" or "gray (or grey) literature." In the physical and natural sciences, "technical report" seems to be the preferred designation. For reports dealing with business, education, and the social sciences, on the other hand, the terms "working paper," "occasional paper," and "memorandum" are often the designations of choice. Other, more specific types of technical reports include "preprints" and "reprints." Preprints generally are versions of papers issued by researchers before their final papers are published by commercial publishers. Preprints allow researchers to communicate their findings quickly, but usually have not been peer reviewed. Reprints are typically released to heighten awareness of the research being conducted in a particular field or at a single institution. The term, "technical report" encompasses all of these designations.

Since many of these publications are intended to provide just a temporary snapshot of current research in a particular field or topic, they may contain the some of following distinctions:

• Rapid communication of new research results
• Dissemination to a targeted audience.
• Detailed methodologies, in order to facilitate review of research results by others
• No peer review, though there is often another selection process for publication (grant, contract, or institutional affiliation)
• Not published by typical commercial publishers (instead reports are issued or sponsored by government agencies, professional associations, societies, councils, foundations, laboratories, universities, etc.)
• Corporate authorship, where present, is typically emphasized

Unfortunately, uncertain availability, limited print runs, and decentralized distribution patterns with little bibliographic information are also often characteristics of this literature.

The Federal Government issues many different types of technical reports. An overview of some of these can be found in a May 2001 GAO report, " Information Management: Dissemination of Technical Reports ." Government issued or sponsored reports contain an additional characteristic - they may be subject to distribution restrictions linked to their classification status. Although references to classified reports may be found in technical reports literature, the security status or limited distribution of reports may make them unavailable to the general public and to the Library as well, as the Library holds only titles in the public domain. Those interested in locating such materials can consult the U.S. Department of Justice's Freedom of Information Act  site for guidance in obtaining these reports.

To enable them to be identified and located, technical reports are assigned report codes by agencies or organizations involved in their production or distribution. These codes may be referred to as "accession numbers," "agency report series numbers," "contract numbers," "grant numbers" or by other names, and include dates and individual report numbers. Typically, reports are assigned multiple codes and these codes help to identify the sponsoring agency, the organization performing the research or the organization disseminating the report.  Most technical reports held by the Library of Congress are not cataloged, and, for these reports, one or more report codes is required for Library staff to check the collections for a report or to locate and retrieve it. For more information about the current Standard Technical Report Number format (STRN) see ANSI/NISO Z39.23- 1997 (S2015) Standard Technical Reports Number Format and Creation . 

Standards are specifications which define products, methods, processes or practices, and are known to have existed as early as 7000 B.C., when cylindrical stones were used as units of weight in Egypt. According to  Office of Management and Budget (OMB) Circular A-119 , as revised in 2016, the term "standard" or "technical standard" refers to:

• common and repeated use of rules, conditions, guidelines or characteristics for products or related processes and production methods, and related management systems practices;
• the definition of terms; classification of components; delineation of procedures; specification of dimensions, materials, performance, designs, or operations; measurement of quality and quantity in describing materials, processes, products, systems, services, or practices; test methods and sampling procedures; or descriptions of fit and measurements of size or strength; and
• terminology, symbols, packaging, marking or labeling requirements as they apply to a product, process, or production method.

Technical standards are not "professional standards of personal conduct; or institutional codes of ethics." (p. 15).

Standards are typically generated by governments or by professional associations and organizations interested in or affected by the subject matter of particular standards. For example, U.S. government standards mandated by the  Fair Packaging & Labeling Act (FPLA)  have standardized the labeling required for packaging in which consumer commodities is sold. Standards set the basis for determining consistent and acceptable minimum levels of reliability and safety, and are adhered to either voluntarily or as mandated by law. For a more complete overview, see the NIST report  " The ABC's of Standards Activities " by Maureen A. Breitenberg (2009).

The Library of Congress standards collection includes military and other federal standards, industry standards, and a few older international standards from Russia, China, and South Africa. Material from the collection is available in various formats, including digital, print, and microform materials. The majority of the Library's standards collection held in the Science Section's Technical Reports and Standards Collection. The collection remains largely uncatalogued, and as a result, most items from this collection are not discoverable in the Library's online catalog. Inquires on Library holdings can be sent to the Science Section using the Science and Technical Reports Ask-a-Librarian form . Some standards, however, are housed in the Library's general collections and discoverable by searching the  online catalog -- the ASTM standards are one example. Other standards are in custody of appropriate specialized research centers, such as the Law Library , which maintains  OSHA standards and some building codes.

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Part of the  Science & Business Reading Room  at the Library of Congress, the Science Section is the starting point for conducting research at the Library of Congress in the subject areas of science, medicine and engineering. Here, reference specialists in specific subject areas of science and engineering  assist patrons in formulating search strategies and gaining access to the information and materials contained in the Library's rich collections of science, medicine, and engineering materials.

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Macro-Financial Implications of the Surging Global Demand (and Supply) of International Reserves

Research has shown that the unilateral accumulation of international reserves by a country can improve its own macro-financial stability. However, we show that when many countries accumulate reserves, the induced general equilibrium effects weaken financial and macroeconomic stability, especially for countries that do not accumulate reserves. The issuance of public debt by advanced economies has the opposite effect. We derive these results from a two-region model where private defaultable debt has a productive use. Quantitative counterfactuals show that the surge in reserves (public debt) contributed to reduce (increase) world interest rates but also to increase (reduce) private leverage. This in turn increased (decreased) volatility in both emerging and advanced economies.

We thank participants at the Impulse and Propagation Mechanisms Workshop of the 2024 NBER Summer Institute, the 2024 China International Conference in Macroeconomics at ChineseUniversity of Hong Kong, the Eighth CCER Summer Institute at Peking University, the Macroeconomics in Emerging Markets Conference at Columbia University, the conference on Emerging Markets: Capital Flows, Debt Overhang, Inflation, and Growth organized by the NBER, FLAR, and Banco Central de Reserva del Peru, and presentations at the IMF and the Federal Reserve Bank of Minneapolis. We also thank our discussants, Mark Aguiar and Luis Gonzalo Llosa Velásquez, as well as Cristina Arellano, Javier Bianchi, and Illenin Kondo for helpful comments and suggestions. The views expressed herein are those of the authors and do not necessarily reflect the views of the National Bureau of Economic Research.

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In addition to working papers , the NBER disseminates affiliates’ latest findings through a range of free periodicals — the NBER Reporter , the NBER Digest , the Bulletin on Retirement and Disability , the Bulletin on Health , and the Bulletin on Entrepreneurship  — as well as online conference reports , video lectures , and interviews .

Fact-Checking Biden’s Speech and More: Day 1 of the Democratic National Convention

We followed the developments and fact-checked the speakers, providing context and explanation.

• Share full article

President Biden praised his administration’s accomplishments and declared his vice president a worthy successor on the first night of the Democratic National Convention on Monday.

Mr. Biden’s speech capped a night in which Democratic lawmakers and party stalwarts praised Vice President Kamala Harris, warned repeatedly that former President Donald J. Trump was unfit for office and celebrated Mr. Biden’s legacy.

Here’s a look at some of their claims.

“While schools closed and dead bodies filled morgues, Donald Trump downplayed the virus. He told us to inject bleach into our bodies. He peddled conspiracy theories across the country. We lost hundreds of thousands of Americans, and our economy collapsed.”

— Representative Robert Garcia of California

This is exaggerated.

Mr. Trump’s comments, in April 2020, about the efficacy of disinfectants and light as treatments for the coronavirus elicited uproar and confusion . He did not literally instruct people to inject bleach, but raised the suggestion as an “interesting” concept to test out.

At the April 2020 news conference , a member of Mr. Trump’s coronavirus task force said that the virus dies under direct sunlight and that applying bleach in indoor spaces kills the virus in five minutes and isopropyl alcohol does so in 30 seconds.

Mr. Trump responded: “Supposing we hit the body with a tremendous — whether it’s ultraviolet or just very powerful light — and I think you said that that hasn’t been checked, but you’re going to test it. And then I said, supposing you brought the light inside the body, which you can do either through the skin or in some other way, and I think you said you’re going to test that too.”

He added: “And then I see the disinfectant, where it knocks it out in a minute. One minute. And is there a way we can do something like that, by injection inside or almost a cleaning? Because you see it gets in the lungs and it does a tremendous number on the lungs. So it would be interesting to check that.”

Jeanna Smialek

“Trump talks big about bringing back manufacturing jobs, but you know who actually did it? President Biden and Vice President Kamala Harris.”

— Gov. Kathy Hochul of New York

This needs context .

It is true that manufacturing employment is up sharply under the Biden administration, but much of the gains are simply a recovery from job losses early in the coronavirus pandemic. Manufacturing employment is just slightly above its 2019 level. And factory employment also climbed somewhat from when Donald J. Trump took office in early 2017 and the onset of the pandemic in 2020.

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“Thanks to Joe Biden and Kamala Harris, we reopened our schools.”

— Representative James E. Clyburn, Democrat of South Carolina

This needs context.

President Donald J. Trump and President Biden took different approaches to school reopenings during the coronavirus pandemic, with Mr. Trump encouraging schools to stay open and Mr. Biden emphasizing the need to contain the virus before reopening classroom doors. While they could signal policy preferences, developments in how the virus spread and how states and school districts reacted were sometimes out of their control.

The Centers for Disease Control and Prevention warned schools to prepare for disruption in February 2020, and a high school in Washington State became the first to close its doors that month . More schools across the country followed in adopting online instruction, but by the fall of 2020, some schools — often in states with Republican governors — returned to in-person instruction.

One audit found that by the fall of 2020 more schools had reverted to a traditional or hybrid model than remained virtual. A C.D.C. study found that school closures peaked in 2021, under the Biden administration, when the Omicron variant spread. By the fall of 2021, though, 98 percent of public schools were offering in-person instruction full time, according to the Education Department .

“Donald Trump wants to put our 1787 constitution through his Project 2025 paper shredder.”

— Representative Jasmine Crockett, Democrat of Texas

Project 2025, a set of conservative policy proposals assembled by a Washington think tank for a Republican presidential administration, does not directly come from Mr. Trump or his campaign.

Still, CNN documented instances where 140 people who worked for the Trump administration had a role in Project 2025. Some were top advisers to Mr. Trump in his first term and a re all but certain to step into prominent posts should he win a second term.

Mr. Trump has also supported some of the proposals, with even some overlap between Project 2025 and his own campaign plans. Among the similarities: undercutting the independence of the Justice Department and pressing to end diversity, equity and inclusion programs. And he enacted other initiatives mentioned in Project 2025 in his first term, such as levying tariffs on China and making it easier to fire federal workers.

But Mr. Trump has criticized some elements as “absolutely ridiculous and abysmal” though he has not specified which proposals he opposes. When the director of the project departed the think tank, Mr. Trump’s campaign released a statement that stated: “Reports of Project 2025’s demise would be greatly welcomed and should serve as notice to anyone or any group trying to misrepresent their influence with President Trump and his campaign — it will not end well for you.”

“JD Vance says women should stay in violent marriages and pregnancies resulting from rape are simply inconvenient.”

— Gov. Andy Beshear of Kentucky

Mr. Beshear was referring to comments Mr. Vance made during his 2022 campaign for Senate. Mr. Vance has rejected such interpretations.

In remarks to a Christian high school in California in September 2021, Mr. Vance spoke of his grandparents’ marriage, which he described in his memoir as violent.

“This is one of the great tricks that I think the sexual revolution pulled on the American populace, which is the idea that like, ‘Well, OK, these marriages were fundamentally, you know, they were maybe even violent, but certainly they were unhappy. And so getting rid of them and making it easier for people to shift spouses like they change their underwear, that’s going to make people happier in the long term,” he said .

Asked by Vice News about his remarks in 2022, Mr. Vance said, “Any fair person would recognize I was criticizing the progressive frame on this issue, not embracing it.”

He also told Fox News that Democrats had “twisted my words here” and that “it’s not what I believe, it’s not what I said.”

And regarding pregnancies resulting from rape, Mr. Vance told Fox News that he was criticizing the view that such pregnancies are “inconvenient.”

In a 2021 interview , Mr. Vance was asked whether abortion bans should have exceptions for rape or incest. He responded, “At the end of the day, we’re talking about an unborn baby. What kind of society do we want to have? A society that looks at unborn babies as inconveniences to be discarded?”

“Instead of paying $400 a month for insulin, seniors with diabetes will pay $35 a month.”

— President Biden

Mr. Biden signed a law that places a cap of $35 a month on insulin for all Medicare Part D beneficiaries. But he is overstating the average cost before the law.

Patients’ out-of-pocket spending on insulin was $434 on average for all of 2019 — not per month — and $449 per year for Medicare enrollees, according to the Health and Human Services Department .

“The smallest racial wealth gap in 20 years.”

As a percentage of wealth held by white families, Black and Latino families did grow to the largest amounts in 2022 in two decades. But the disparity in absolute dollar value actually increased.

“He called them ‘suckers and losers.’”

The claim that, as president, Donald J. Trump called veterans “suckers” and “losers” stems from a 2020 article in The Atlantic about his relationship to the military.

The article relied on anonymous sources, but many of the accounts have been corroborated by other outlets, including The New York Times, and by John F. Kelly, a retired four-star Marine general who served as Mr. Trump’s White House chief of staff. Mr. Trump has emphatically denied making the remarks since the article was published. Here’s a breakdown .

“Trump wants to cut Social Security and Medicare.”

This is misleading..

Mr. Trump has said repeatedly during his 2024 presidential campaign that he would not cut Social Security or Medicare, though he had previously shown brief and vague support for such proposals.

Asked about his position on the programs in relation to the national debt, Mr. Trump told CNBC in March, “There is a lot you can do in terms of entitlements in terms of cutting and in terms of also the theft and the bad management of entitlements.”

But Mr. Trump and his campaign clarified that he would not seek to cut the programs. Mr. Trump told the website Breitbart , “I will never do anything that will jeopardize or hurt Social Security or Medicare.” And during a July rally in Minnesota, he again vowed, “I will not cut one penny from Social Security or Medicare, and I will not raise the retirement age by one day, not by one day.”

Still, Mr. Trump has not outlined a clear plan for keeping the programs solvent. During his time in office, Mr. Trump did propose some cuts to Medicare — though experts said the cost reductions would not have significantly affected benefits — and to Social Security’s programs for people with disabilities. They were not enacted by Congress.

“He created the largest debt any president had in four years with his two trillion dollars tax cut for the wealthy.”

Looking at a single presidential term, Donald J. Trump’s administration did rack up more debt than any other in raw dollars — about $7.9 trillion . But the debt rose more under President Barack Obama’s eight years than under Mr. Trump’s four years. Also, when viewed as a percentage increase, the national debt rose more under President George H.W. Bush’s single term than under Mr. Trump’s.

The Congressional Budget Office estimated that Mr. Trump’s tax cuts — which passed in December 2017 with no Democrats in support — roughly added another $1 trillion to the federal deficit from 2018 to 2021, even after factoring in economic growth spurred by the tax cuts. But other drivers of the deficit include several sweeping measures that had bipartisan approval. The first coronavirus stimulus package , which received near unanimous support in Congress, added $2 trillion to the deficit over the next two fiscal years. Three additional spending measures contending with the coronavirus pandemic and its economic ramifications added another $1.4 trillion.

It is also important to note that presidents do not hold unilateral responsibility for the debt increase under their time in office. Policies from previous administrations — and programs such as Social Security and Medicare — continue to drive up debt, as do unexpected circumstances.