CRITICAL RESPONSE FORM. SUMMARY in the article ' ...' , name of writers, who is ...., argues .....

or name of writers, who is /are ...., argues in the article ' .....' publiced on date , name of magazine main ideas supporting ideas must contain supporting ideas to make people who have not read the article still understand the article. DISCUSSION Intro: in the article, name of writer argues her/his point about .... based on idea 1 , 2 ,3 This discussion responds to the strength of her / his claim in terms of .... and perhaps a weak point in her /his argument about. Body: First, name of writer insists that .... there are many reasonable explanations for this support example concluding sentence therefore, name of writer 's argument is logical and convincing However, name of writer seems to overstate/ oversimplificate/ does not provide sufficent supporting ideas/ overgeneralises

sau day thi state lai cai doan ong cho la yeu roi noi tiep however, she probably fail to notice that/ this argument is completely exaggerated vd the xong roi dua oppinion cua minh vao giai thich tai sao tac gia vo ly example roi concluding sentence therefore. name of writer 's argument is weak and unreasonable Conclusion in conclusion , name of writer makes a good point about ... with logical argument. However, she fails in .... overall , she should assess the all aspect of this issue more carefully in order to strengthen her/ his argument

Summary

Students accurately and concisely report the ideas of one or more writers Assumes the reader has not read the source text Is written in a neutral style

Discussion

 Students critically analyse and evaluate ideas in the text(s), looking for strengths and/ or weaknesses and/or over-sights. The samples in the course are generally discursive, with analysis of the strengths and weaknesses of ideas (students often equate critical with negative and so the samples challenge this misperception). That said, the discussion can contain analysis focusing solely on weaknesses or strengths.

Issues such as the writers tone, emotive language, logical fallacies may be relevant but if referred to, need to be seen as support for the analysis of ideas.

Second teachers will sometimes present different strategies for achieving the above. It is up to you to choose the method that seems most logical to you. That said, the CR structure guide that I have given you is also the one we use in Level 7 (Advanced Plus), so it may be in your interest to become familiar with it.

Finally, writing exams are assessed using a scoring rubric that focused on the broad criteria of 'content/ideas', 'cohesion', 'grammar', and 'lexis (vocabulary)'. Each of these four criteria is worth 25% of the mark for the task. co 4 criterias la noi dung , ngu phap , logic va tu vung atlantic2229: nen co lam bai viet cua minh phong phu voi von tu hon atlantic2229: dac biet la bon minh hay bi tru diem o ngu phap atlantic2229: va cohesion atlantic2229: cac viet cau don gian cang tot atlantic2229: neu dc thi co gang viet cau dung menh de quan he va cau bi dong atlantic2229: neu ap dung dc 2 cai nay thi diem se dc bom len nhieu