Critical Review Description

Global Scholars Program participants are required to write eight critical reviews over the course of four years. These eight reviews are divided into two categories: literature and multimedia texts. If there are questions about approved texts, please see Addie Degenhardt, GSP Advisor.

Step I | Literature + Multimedia

Throughout the school year students will be presented with global professional models and multicultural experiences. These experiences can serve as a jumping off point for students to find and pursue further global pieces to critically review and reflect upon. Select a piece to review using the links below and schedule a conference with Addie, through the Writing Center, to review the Cultural Literacy process before you begin:

Literature: The four critical literary reviews may come from the Étude GSP approved books, which can be found HERE. These books are to be read and reviewed outside of your Étude coursework; however, some books on the list do come from Étude classes in the event that you personally have not taken the course. Additional texts may be approved by Addie, GSP Advisor.
Multimedia: The four multimedia reviews may come from the Étude GSP approved multimedia found HERE. These pieces are to be studied and reviewed outside of your Étude coursework. Additional multimedia pieces may be recommended by Étude Seminar Advisors—Molly (movement), Drew (music), or Mike (film). Please have their recommendations approved by Addie, GSP Advisor.

Step II | éPortfolio

If you have not already done so, construct a new Menu Section in your éPortfolio titled Global Scholars Program. Then construct a new subpage titled Cultural Literacy. Over the next four years, add reviews to this page by creating the title bars based on the title of the piece you are reviewing.

Addie's Example:

Step III | Critical Review

Summary: Summarize the piece that is going to be reviewed. This should included but not limited to:

Name of the piece, creator's name
Country of origin, culture
Time period
General summary of the piece

Analysis: Analyze the elements of the piece. Be sure to reference specific aspects of the piece, using direct and indirect evidence, to support your analysis. Elements to consider include:

Characterization:

Describe a character who represents the protagonist of the novel. Describe them using direct and indirect characterization (STEAL: speech, thoughts, effect on others, actions, looks).
Describe a character who represents the antagonist of the novel. Describe them using direct and indirect characterization (STEAL: speech, thoughts, effect on others, actions, looks).
Who is telling the story? Does it make a difference? What if the narrator changed. Would that change the story?
What types of problems do the characters have? How do they react to these problems? Is this different or the same as the reaction you expected? Why?
What are some of the characters’ goals? What obstacles stand in the way of those goals? How do you think those characters will overcome those obstacles?
Did you find any of the characters relatable? In other words, how was the character like you or your friends?
Were any of the characters like other characters you have read about? How?
In what ways do you think the characters represent the time period in which it was written?

Conflict: Consider the plot and the actions that lead to the conflict. What happens in the plot that leads to this conflict? How is the main character involved? How does the conflict help the reader understand the big picture? How did the conflict keep you interested in the plot?
Symbolism or Motifs: What symbols or motifs are used within the piece? What do they symbolize, represent? What greater understanding do they convey?
Juxtaposition or Duality: What are the things that are placed side by side? What do they help the reader or viewer understand?
Argument (documentary): What argument is the filmmaker making within the documentary? What evidence do they use to support this argument?
Design (visual art): What do your eyes notice first? Why? How is the building, landscape, setting structured? What is the significance of displaying the image this way?
Movements (dance): What movements are presented in the piece? What story do these movements tell? What meaning do the movements convey?
Sounds (music): What sounds exist within the piece? What are the various tones of these sounds? What emotions or meaning do the sounds create within the piece?

Interpretation: This portion of the critical review answers so what?. It identifies the theme of the piece; it is what the audience is meant to understand about the human experience.

What is the So What? What is the theme of the piece?
What is the creator suggesting about the human experience?

Personal Response: Finally, this is your opportunity to reflect on your experience with the piece and what you learned from it.

What was your experience like with the piece?
What did you learn from it?
I Used to Think…Now I Think: What did you know about the country or culture before you investigated the piece? How did the understanding change because of the piece?
Connect, Extend, Challenge: How did you connect to the piece? How did the piece extend your thinking? How does the piece challenge your thinking about the topic?

Step IV | Publication and Formal Submission

To formally submit a critical review, fill out the éPortfolio Submission Form for Addie's review. When filling out the form, title the assignment GSP | Critical Review # (example: GSP | Critical Review 1).

Cultural Literacy Rubric

SYNTHESIS STANDARD (ARGUMENT): Writers develop and clarify ideas by interacting with other writers.

Writers develop, connect, and reflect on ideas presented by other writers. In doing so, they determine their personal opinion on a topic. This opinion is then developed into an argument using information gathered from other writers. This information and insight adds to their own writing via direct and indirect evidence.

4: Advanced Critical Review provides an initial understanding of the topic that includes description of the argument the writer constructs within the text. The summary moves beyond simple description of the text to include evidence that contributes to the writer’s argument and the reader’s understanding.

3: Proficient Critical Review suggests initial understanding of the topic that includes debates or issues within the topic. Summary includes evidence used within the text that contributes to the writer’s arguments. .

2: Approaching Proficient Critical Review implies an understanding of the topic. Evidence is presented within the blog post, but unclear how it relates to argument.

1: Emerging Understanding of topic is vague. Evidence is not presented in the blog post.

0: No Evidence Insufficient evidence.

SYNTHESIS STANDARD (EVIDENCE): Students use evidence

4: Advanced Writer responds to, interprets and analyzes a variety of evidence from the novel that supports the argument. Evidence is highly persuasive and effective in supporting the thesis statement and correlating claims. Writer uses a balanced amount of direct and indirect evidence so that the reader is not distracted by the information from the novel.

3: Proficient Writer responds to, interprets, and analyzes evidence from the novel that supports the argument. Evidence is persuasive and effective in supporting the thesis statement and correlating claims. There is a slight imbalance between direct and indirect evidence, but the reader is not overly distracted by it.

2: Approaching Proficient Writer provides evidence that is superficial, but supports the thesis statement and correlating claims. Portions of the text contain extreme imbalance of evidence type, either direct or indirect, which is distracting to the reader.

1: Emerging Writer provides evidence that is irrelevant or is used to summarize portions of the novel. Writer uses only one type of evidence, either direct or indirect, which is extremely distracting to the reader

0: No Evidence 0. Insufficient Evidence

ANALYSIS STANDARD: Students answer “So What?”, Students make inferences

Writers analyze the techniques other writers use in communicating with an audience in order to develop the skills necessary to utilize those same techniques in their own writing. Writers demonstrate the ability to recognize and analyze how literary elements develop themes in literature.

4: Advanced Writer constructs an original and thought-provoking analysis of visual art through a sophisticated deconstruction of design elements and portrayal of theme.

3: Proficient Writer constructs an analysis of visual art through deconstruction of design elements and connection to theme.

2: Approaching Proficient Writer attempts to construct an analysis of movie but connection between design elements and portrayal of theme is unclear.

1: Emerging Writer summarizes visual art, merely describing its visual qualities.

0: No Evidence Insufficient Evidence

PUBLICATION: Writers professionally share their work.

Demonstrates standard English mechanics, punctuation, and grammar as well as utilizes appropriate formatting and style (i.e. MLA, Internet format, etc.).

4: Advanced Communication is enriched by advanced use of standard English

mechanics, punctuation, and grammar. Credibility is earned through consistent use of

appropriate formatting and style.

3: Proficient Communication is clear with correct use of standard English mechanics,

punctuation, and grammar. Credibility is earned through use of appropriate formatting

and style.

2: Approaching Proficient Communication is mostly clear despite errors in standard

English mechanics, punctuation, and grammar. Some credibility is established through

minimal use of appropriate format and style.

1: Emerging Communication is significantly impaired by errors in standard English

mechanics, punctuation, and grammar. Credibility is lost because there is a lack of follow through on formatting and style.

0: No Evidence Insufficient evidence.