define critical essays

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If you ever wondered about how to critique something, a book, a film, or maybe even a research hypothesis, then the answer for you is – to write a critical essay about it. This type of writing revolves around the deep evaluation of the material in front of you. So, in such papers, the goal isn’t to say whether you liked something or not, but rather to analyze it based on evidence and logic. Think of it as taking a step back and asking, “What is really going on here?” and “How did the creator make that happen?”

In a critical essay, you start with a central claim or thesis that makes an argument about the material you’re analyzing. From there, you’ll support your points using evidence, like specific quotes from a book or scenes from a movie. And unlike casual conversations, this type of writing avoids personal opinions or judgments like “I liked it” or “It was boring.” Instead, you’re focused on breaking down the details and exploring themes, techniques, or strategies used by the creator.

For example, rather than saying “Charlie was so lucky to find a Golden Ticket” after watching Willy Wonka and the Chocolate Factory, a critical essay might explore how the film uses the contrast between wealth and morality to make a statement about society. 

Writing a Perfect Critical Essay: Here’s What to Do

Writing a critical essay doesn’t have to be overwhelming if you approach it with a solid plan. Here’s a step-by-step breakdown of how you can structure your writing process to create a thoughtful, well-organized essay that impresses your readers (and earns you those high grades).

Choose and Fully Understand Your Topic

First things first—you need to select something to write about. This can be a movie, book, piece of music, or artwork. Just make sure it’s something you’re interested in and that you understand well. If your topic is assigned, spend time getting familiar with it. Watch the film or read the book a couple of times, and take notes on key themes, techniques, or elements that stand out. 

Gather Your Sources

You’ll need evidence to support your analysis, so gather relevant material. Use scholarly sources like journal articles, books, and credible websites to back up your claims. The trick here is not just collecting information but understanding it. As such, if you’re writing about a novel, find analyses that discuss the author’s themes or techniques, and use that to build your argument. And remember to always keep track of your sources for proper citations later!

Develop a Strong Thesis Statement

Once you’ve done your research, it’s time to craft your thesis statement. This is the central argument of your essay, and everything you write should connect back to it. For example, if you’re analyzing the use of imagery in Get Out , your thesis might argue how the recurring image of the teacup symbolizes the control and manipulation of Black bodies in the film, reinforcing themes of power and exploitation. Keep your thesis specific, focused, and arguable ad it will carry your entire essay.

Create an Outline

Before you start writing, create an outline to organize your ideas. A typical critical essay includes an introduction, body paragraphs, and a conclusion. In the body, each paragraph should focus on a different point that supports your thesis. For instance, one paragraph might discuss symbolism, another might analyze character development, and a third could cover narrative techniques. Outlining helps you see the flow of your writing and make sure that each point has enough evidence to back it up.

Write the Body Paragraphs First

With your outline in place, begin writing the body paragraphs. Each paragraph should start with a topic sentence that introduces the main point, followed by evidence (quotes, examples, or facts) to support it. After presenting the evidence, analyze it and explain how it ties into your thesis. If you’re analyzing a movie, for example, you might focus one paragraph on how the director uses camera angles to create tension in a scene. Stay focused and make sure everything ties back to your central argument.

Write the Conclusion

After finishing the body paragraphs, write the conclusion. This is where you sum up the key points of your essay and restate your thesis in light of the evidence you’ve presented. The conclusion should not introduce new information but instead reinforce your argument, leaving the reader with a clear understanding of your analysis. 

Write the Introduction Last

Now that you’ve got the bulk of the essay written, it’s time to finally build the introduction. Start with a hook to grab the reader’s attention—a bold statement, an intriguing question, or a surprising fact can work well. Then, provide some background information to set the context for your analysis, and finish with your thesis statement that you have already created. Writing the introduction last allows you to make sure it aligns perfectly with the rest of your essay and clearly presents your argument.

Revise, Edit, and Proofread

You’ve got your first draft—congrats! Now, it’s time to bring it to perfection. Read through your essay a few times to improve clarity and flow. Check if all your points are well-supported and if your argument makes sense from start to finish. Edit for grammar, spelling, and style errors, and make sure all citations are correctly formatted. Taking this step seriously can make a huge difference in the overall quality of your essay (and in your grade as well).

Critical Essay Example: Proper Structure & Outline

Now, if you still feel kind of lost in all this information, don’t worry too much. Below you will find an example of what a well-organized critical essay can look like. Check it out to gain some inspiration and you will definitely be able to jump right into the writing process in no time at all.

How should I start a critical essay?

To start a critical essay, begin with an engaging introduction that grabs the reader’s attention. You can use a hook, such as an interesting fact, a bold statement, or even a thought-provoking question. After the hook, provide some background information on the topic you’re discussing to set the stage. Finally, end the introduction with a clear thesis statement outlining the main argument or point you’ll analyze. This thesis will guide your essay and tell readers what to expect from your analysis.

What is a critical essay and example?

A critical essay is a type of writing where you analyze and evaluate a piece of work, such as a book, film, painting, or even a theory. This type of writing is dedicated to exploring the deeper meanings, strengths, weaknesses, and overall impact of its subject. For example, if you’re writing a critical essay about The Great Gatsby, you wouldn’t just summarize the plot—you’d dive into how F. Scott Fitzgerald uses symbolism and themes like the American Dream to convey larger messages.

What is the layout of a critical essay?

The layout of a critical essay usually follows a standard structure: an introduction, body paragraphs, and a conclusion. In the introduction, you present the topic and your thesis. The body paragraphs are where you break down the main points of your analysis, using evidence to support your claims. The conclusion ties everything together, summarizing your key points and restating your thesis in light of the evidence you’ve discussed.

What are the parts of a critical essay?

A critical essay has three main parts: the introduction, body paragraphs, and conclusion.

• Introduction : This is where you introduce the work you’re analyzing and present your thesis.
• Body Paragraphs : These are the meat of your essay, where you break down your analysis into different points, using evidence and examples to support your arguments.
• Conclusion : Here, you wrap up your analysis, summarizing the main points and reinforcing how they support your thesis.

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Writing critically

Academic writing: Writing critically

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

Critical analysis

Writing a critique (or critical review).

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

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

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Criticality?

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

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

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

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

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

Read and take notes

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

Choose the questions which seem suitable:

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

Organise your writing

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

In your summary, you will:

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

In your summary you might answer the following questions:

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

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

Explicit evaluation

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

Implicit evaluation

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

Linguistic features of a critical review

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

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

An important note

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

• Writing tips

What is Critical Writing? the Key Points

by Glenn Stevens

Introduction

During your academic career critical writing is a core skill, distinguishing students who engage deeply with their subjects from those just trying to ‘get by’. This form of expression goes beyond mere description; it involves the thoughtful analysis, evaluation, and interpretation of information. In this post, we aim to understand the essence of critical writing, exploring its characteristics, significance, and practical tips for honing this valuable skill.

Defining Critical Writing

Critical writing is a form of academic discourse that goes beyond summarizing information or presenting facts. Instead, it involves a deliberate and reflective engagement with ideas, concepts, and evidence. Through critical writing, scholars assess the validity of arguments, question assumptions, and articulate their own informed perspectives.

Key Characteristics of Critical Writing:

• Critical writing requires the ability to analyse information and evaluate its strengths and weaknesses. This involves considering the evidence, logic, and methodology employed in an argument.
• Critical writers are adept at questioning assumptions, both their own and those embedded in the texts they encounter. This involves a willingness to challenge preconceived notions and explore alternative viewpoints.
• Precision in language is crucial in critical writing. It requires the careful selection of words and phrases to convey ideas with clarity, avoiding ambiguity and ensuring the reader understands the nuances of the argument.
• Critical writers synthesize information from various sources to construct a cohesive and well-reasoned argument. This involves integrating diverse perspectives and evidence into a unified narrative.
• Critical writing is synonymous with independent thinking. It encourages writers to develop their own informed opinions rather than relying solely on the opinions of others.
• Rather than dismissing opposing viewpoints, critical writing engages with them. This involves acknowledging and responding to counterarguments, demonstrating a nuanced understanding of the topic.
• Critical writers consider the broader context in which ideas are presented. This includes historical, cultural, and theoretical contexts that may influence the interpretation of information.

Significance of Critical Writing:

• Critical writing fosters intellectual rigour by encouraging writers to delve deeply into their subjects, question assumptions, and rigorously evaluate evidence.
• Through critical writing, scholars contribute to ongoing academic conversations. They offer new perspectives, challenge existing ideas, and add depth to the collective body of knowledge.
• Engaging in critical writing hones analytical skills. Writers learn to dissect complex information, identify key components, and evaluate the relationships between different elements.
• Clarity and precision in critical writing contribute to effective communication. The ability to convey complex ideas in a clear and compelling manner is a valuable skill in academia and beyond.
• Embracing critical writing nurtures a growth mindset. Writers see challenges as opportunities for learning and improvement, continually refining their analytical and expressive abilities.

Example: descriptive v critical

In the example below, a descriptive paragraph covering an academic source is compared with a critical example of the same reviewed book. Notice how the critical version is rather longer.

Practical Tips for Developing Critical Writing Skills:

• Approach texts with a critical eye. Question the author’s arguments, evidence, and assumptions as you read.
• Reflect on your own assumptions and biases. Consider how they may influence your interpretation of information.
• Discussing ideas with peers and mentors can provide valuable insights and expose you to diverse perspectives.
• Solicit feedback on your writing from peers or instructors. Constructive feedback can highlight areas for improvement and help refine your critical writing skills.
• Actively seek out perspectives that challenge your own. This can broaden your understanding of a topic and enhance your critical thinking abilities.

Conclusion:

In the realm of academia, critical writing is more than a skill; it’s a mindset that drives intellectual exploration and contributes to the advancement of knowledge. By analyzing, evaluating, and questioning, critical writers not only navigate the complex landscape of ideas but also shape it. As you embark on your academic journey, embrace the art of critical writing, recognising its power to elevate your scholarship and make meaningful contributions to the world of ideas.

For beginners/ first year undergraduates

Koons, M. (2018) Writing a Critical Essay WriteIllusionLLC

Learning how to write a proper critical essay is crucial for being able to enhance, practice, and apply critical thinking skills. This book will teach students and learners of any age how to write a critical essay. It takes an introductory approach and assumes that the reader has never written a critical essay before.

For Postgraduates

Wallace, M. & Wray, A. Critical Reading and Writing for Postgraduates. Sage

Reading critically, and writing using critical techniques, are crucial skills you need to apply to your academic work.  If you need to engage with published (or unpublished) literature such as essays, dissertations or theses, research papers or oral presentations, this proven guide helps you develop a reflective and advanced critical approach to your research and writing.

Glenn Stevens

Glenn is an academic writing and research specialist with 15 years experience writing, editing, PhD and Masters supervision and journal editing. He is also a qualified English teacher. His prior career was in magazine publishing. He is now editor of this blog. Contact Glenn

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