Reaction Critique Assignment Introduction

Had 525 Reaction Critique Assignmentaintroductiona Reaction Critiqu

Had 525 Reaction Critique Assignmentaintroductiona Reaction Critiqu

HAD 525 Reaction-Critique Assignment A. Introduction: A reaction-critique is a critical evaluation of a written work and a personal reaction to this analysis. Experience in making critiques of written works is required for the following reasons: 1. Extensive critical reading helps the student achieve a more comprehensive understanding of the concepts included in the course. 2. Critical analysis of what is read aids one in becoming a more discerning consumer of the literature in the field. 3. Evaluations of what is read assist the student in the comprehension of the implications of the reading content of his particular course of interest and concerns. 4. The written critique helps the student develop the art of effective communication.

B. General Requirements: Each student is required to review two (2) articles from professional journals.

C. Guidelines for Review Format: 1. All papers are to be typed and double spaced. The paper is to be clear and concise; does not contain errors in spelling, punctuation, or syntax. 2. All papers are to be submitted on time to meet specific due dates. Include a copy of the article critiqued with your submission. 3. At the top of the first page, the following information must be provided using the listed headings in sequence: a. Applicable General Topic: b. Title of Article: c. Authors Name: Important d. Name of Journal: You are required to e. Date of Journal: submit a copy of the f. Volume: original article with g. Number: the reaction-critique h. Pages (on which article appears): i. Publisher of Journal: 4. Synopsis and Summary: word description of the articles basic content. 5. General Theme: A brief statement about what you felt was the author's general theme of the article. 6. Point of View: A brief statement about what you felt concerning the author's point of view - Was the presentation objective and factual or was the presentation subjective and lacking of facts? Explain your opinion. 7. Issue Analysis: Provide a list of the issues presented in the article. 8. Conclusions and Recommendations: List of author's conclusions and/or recommendations. 9. Agreement or Disagreement: Based on the author's conclusions and/or recommendations, do you agree or disagree; provide a brief justification regarding your opinion concerning your agreements and disagreements. 10. Professional Projections: A 50-75 word statement on what you learned from the article and how you may apply this experience (negative or positive) in your professional future career. D. Penalties: Failure to submit reviews on specific due dates may result in the deduction of one full grade for each successive class period that the review is not submitted. Failure to submit one or more reviews may result in an "incomplete" given at the time of final grades. Special circumstances requiring an extension of the due dates will be handled on an individual basis via written justification explanation and/or request stating the particulars and forwarded to the instructor for approval and appropriate determination.

Paper For Above instruction

The reaction-critique assignment in the course HAD 525 is designed to foster critical engagement with scholarly literature, enhance comprehension, and develop effective communication skills among students. Specifically, students are required to analyze two articles from professional journals, emphasizing critical reading, objective evaluation, and personal reflection. This process not only deepens understanding of course concepts but also hones analytical abilities necessary for discerning credible research and applying scholarly insights to professional practice.

The assignment's format emphasizes clarity, precision, and adherence to submission deadlines. Students must include comprehensive bibliographic details at the top of the first page, such as the article's title, authors’ names, journal name, publication date, volume, issue number, page range, and publisher. This meticulous documentation ensures transparency and facilitates subsequent reference and evaluation.

A key component involves summarizing the article's core content, capturing its central themes and messages. Students are encouraged to articulate their interpretation of the author's primary focus, assessing whether the presentation maintains objectivity and factual accuracy or leans toward subjectivity and bias. This critical judgment is fundamental in developing discerning reading skills and ethical evaluation of scholarly work.

Further, students analyze the issues addressed within the article, listing them systematically to facilitate comprehension of the article’s scope and depth. This is followed by outlining the author's conclusions and recommendations, providing a basis for personal critique. Students are then prompted to express agreement or disagreement, supported by cogent justifications rooted in the article's content and scholarly standards.

Additionally, the assignment invites reflection on professional growth; students write a brief statement illustrating what they have learned from the article and how they might incorporate this knowledge into their future careers. This reflective component encourages the integration of academic insights into practical, real-world applications, fostering ongoing professional development.

Failure to meet deadlines incurs penalties, including grade deductions and potential incompletes, emphasizing the importance of time management and accountability. In exceptional cases, extensions may be granted through formal requests justified with appropriate documentation.

References

• American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches. SAGE Publications.
• Johnson, R. B., & Christensen, L. (2019). Educational research: Quantitative, qualitative, and mixed approaches. Sage publications.
• Knopf, J. W. (2012). The critique: A tool for evidence-based practice. Journal of Nursing Education, 51(8), 448–454.
• Leedy, P. D., & Ormrod, J. E. (2015). Practical research: Planning and design. Pearson.
• Mertens, D. M. (2014). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods. Sage publications.
• Rycroft-Malone, J., et al. (2013). Complexity science and the evaluation of healthcare interventions. Implementation Science, 8(1), 1-8.
• Stake, R. E. (1995). The art of case study research. Sage Publications.
• Yin, R. K. (2018). Case study research and applications: Design and methods. Sage publications.
• Booth, W. C., Colomb, G. G., & Williams, J. M. (2008). The craft of research. University of Chicago Press.

Through this comprehensive critique assignment, students develop a nuanced understanding of scholarly literature, practicing analytical and evaluative techniques that are vital for academic and professional success in fields such as education, psychology, and social sciences.