Writing a critique involves more than pointing out mistakes. It involves conducting a systematic analysis of a scholarly article or book and then writing a fair and reasonable description of its strengths and weaknesses. Several scholarly journals have published guides for critiquing other people’s work in their academic area. Search for a “manuscript reviewer guide” in your own discipline to guide your analysis of the content. Use this handout as an orientation to the audience and purpose of different types of critiques and to the linguistic strategies appropriate to all of them.
Text: Article or book that has already been published
Audience: Professors
Purpose:
Text: Book that has already been published
Audience: Disciplinary colleagues
Purpose:
Text: Manuscript that has been submitted but has not been published yet
Audience: Journal editor and manuscript authors
Purpose:
For each type of critique, it’s important to state your praise, criticism, and suggestions politely, but with the appropriate level of strength. The following language structures should help you achieve this challenging task.
A strategy called “hedging” will help you express praise or criticism with varying levels of strength. It will also help you express varying levels of certainty in your own assertions. Grammatical structures used for hedging include:
Modal verbs
Using modal verbs (could, can, may, might, etc.) allows you to soften an absolute statement. Compare:
This text is inappropriate for graduate students who are new to the field.
This text may be inappropriate for graduate students who are new to the field.
Qualifying adjectives and adverbs
Using qualifying adjectives and adverbs (possible, likely, possibly, somewhat, etc.) allows you to introduce a level of probability into your comments. Compare:
Readers will find the theoretical model difficult to understand.
Some readers will find the theoretical model difficult to understand.
Some readers will probably find the theoretical model somewhat difficult to understand completely.
Note: You can see from the last example that too many qualifiers makes the idea sound undesirably weak.
Tentative verbs
Using tentative verbs (seems, indicates, suggests, etc.) also allows you to soften an absolute statement. Compare:
This omission shows that the authors are not aware of the current literature.
This omission indicates that the authors are not aware of the current literature.
This omission seems to suggest that the authors are not aware of the current literature.
Whether you are critiquing a published or unpublished text, you are expected to point out problems and suggest solutions. If you are critiquing an unpublished manuscript, the author can use your suggestions to revise. Your suggestions have the potential to become real actions. If you are critiquing a published text, the author cannot revise, so your suggestions are purely hypothetical. These two situations require slightly different grammar.
Unpublished manuscripts: “would be X if they did Y”
Reviewers commonly point out weakness by pointing toward improvement. For instance, if the problem is “unclear methodology,” reviewers may write that “the methodology would be more clear if …” plus a suggestion. If the author can use the suggestions to revise, the grammar is “X would be better if the authors did Y” (would be + simple past suggestion).
The tables would be clearer if the authors highlighted the key results.
The discussion would be more persuasive if the authors accounted for the discrepancies in the data.
Published manuscripts: “would have been X if they had done Y”
If the authors cannot revise based on your suggestions, use the past unreal conditional form “X would have been better if the authors had done Y” (would have been + past perfect suggestion).
The tables would have been clearer if the authors had highlighted key results.
The discussion would have been more persuasive if the authors had accounted for discrepancies in the data.
Note: For more information on conditional structures, see our Conditionals handout.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 License.
You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill
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