How to Write a Sample Critique Essay on an Article

How to Write a Sample Critique Essay on an ArticleA sample critique essay on an article is not only very helpful, but it will also make it easier for you to write your own critique essay. This is because they are different in structure and content. That is why you should understand this fact when you plan to write your own critique essay.There are different structures for a critique essay on an article. Some of these structures involve talking about the strengths and weaknesses of an article in order to highlight the positives and negatives of the article. You may also talk about what is worth getting from the article, and what is worth giving up in order to find something good in the article. On the other hand, there are also critiques where you would be directly criticizing the flaws of the article, which means you would give your opinion.As a critique, the most important factors that you should pay attention to would be the structure, tone, and content. These are the three essenti al parts of a critique. They are all interrelated in some way, and it is also important that you would pay attention to the consistency of your critiques.The structure of a critique would basically consist of introducing the reader to the critical analysis and then moving the critique to the positive or negative parts of the article. In order to do this, you should read the article carefully and make sure that you include all of the points in the article that you would like to point out.The tone of the critique should be inclusive of all positive aspects of the article. It would be ideal if you would have no personal experiences while reading the article. This will make the article more easy to read for the readers, and would make the entire process more enjoyable for you.The content of the critical analysis should be organized into parts. These parts would be the thesis statement, the introduction, the conclusion, and the conclusion of the whole argument. You should also make sure that your final draft would be coherent and complete and follow the structure of the critical analysis that you would like to put into your own critique.Finally, if you feel that you are so certain about the particular research, you can consider including a journal reference. This will ensure that the other writers will appreciate the reference and will be convinced of your own research.There are different ways to present different critical points. It is up to you to decide how to present your critiques, but there are certain points that should always be included in all critiques.

The Lumber Room Essay Example

The Lumber Room Essay The Lumber Room The text under analysis is entitled â€Å"The Lumber Room† and it is written by an outstanding British novelist and short story writer Hector Munro. Hector Hugh Munro, better known by the pen name Saki, was a British writer. In her Biography of Saki Munro’s sister writes: â€Å"One of Munro’s aunts, Augusta, was a woman of ungovernable temper, of fierce likes and dislikes, imperious, a moral coward, possessing no brains worth speaking of, and a primitive disposition. † Naturally the last person who should have been in charge of children. The character of the aunt in The Lumber-Room is Aunt Augusta to the life. Functional style is belles-lattes, in concrete it’s a short story. The title of the text serves as a means of focusing our attention on the most relevant scene, it is closely connected with the setting of the text and it helps to understand the theme of the text, which is the ironic description of relations between boy and his aunt and his visiting the lumber-room. Also the title of the text helps us to understand the main character, Nicolas, his romantic nature, bright and curious. We will write a custom essay sample on The Lumber Room specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Lumber Room specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Lumber Room specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The story presents extremely topical subjects. To my mind the author raises rather controversial, topical, burning problems. We can mentally divide the whole novel into two parts: child’s world and adult’s world. The author singles out that adulthood causes one to lose all sense of fun, imagination. Adults become obsessed with insignificant trivialities, like the Aunt which is obsessed about punishing and nitpicking on the children. The story tells about a little orphan Nicholas who was trusted to his tyrannical and dull-witted aunt. One day Nicholas was â€Å"in disgrace†, so he duped his Aunt into believing that he was somehow trying to get into the gooseberry garden, but instead had no intention of doing so but did sneak into the Lumber Room. There a tremendous picture of a hunter and a stag opened to him. Soon his aunt tried to look for the boy and slipped into the rain-water tank. She asked Nicholas to fetch her a ladder but the boy pretended not to understand her, he said that she was the Evil One. In The Lumber Room, Nicholas is the chief character. We first meet him when he is defying authority and playing tricks on his relatives (putting a frog in his bowl of bread and milk) and this is how he appears throughout the story. The whole Nicholas tests the limits of authority. He thinks that the older and wiser and better people represented by his self-styled aunt don’t believe there can be a frog in his bread and milk, but there is. The author imposes opinion that aunt’s punishments have no power over Nicholas’s lively, curious and imaginative nature. He makes her furious. Left at home while the other children are out enjoying themselves in adult-sanctioned ways, Nicholas discovers a world of pure freedom and joy in the lumber-room significantly, a place where adults seldom go and which they dont care about. He secures his afternoon of freedom by tricking the aunt, turning her nosiness and eagerness to punish against her. The story ends with Nicholas in disgrace as usual, but completely untroubled as he silently revels in his private, anarchic world of the imagination. There is an external conflict between people – adults and children, boy and aunt. The idea of the text is the importance of understanding in the family, love, support and respect. In this text we have close plot structure, and events are presented in chronological order, so we have straight line narrative presentation. The author is observer. The story is narrated in the 3rd person. This allows the reader to access the situation and the characters in an unbiased and objective manner. This is especially so because the characters are complex, having both positive and negative viewpoints. The third person point of view is impersonal which fits the impersonal atmosphere of the household. The author uses a large variety of stylistic devices, such as epithets, which can be divided into two categories: those, which are related to Child’s world: grim chuckle, alleged frog, unknown land, stale delight, mere material pleasure, bare and cheerless, thickly growing vegetation; and the one, which depicts a Grown-up’s world lacking any clear thinking: frivolous round, veriest nonsense, considerable obstinacy, trivial gardening operation, unauthorized intrusion. They help the author to emphasize a deep dissension between generations, to convey a thrilling power of child’s creative mind. There are a lot of metaphors in the story: a circus of unrivalled merit and uncounted elephants, the flawlessness of the reasoning, self-imposed sentry-duty art of fitting ke ys into keyholes and turning locks, region that was so carefully sealed from youthful eyes, many golden minutes of a ridiculously short range. With the help of these stylistic means the offer unfolds a theme in which stupidity, moral degradation, hypocrisy and ambition play their sorry parts. There are some similes in the text: Bobby won’t enjoy himself much, and he won’t race much either; the aunt-by-assertion; and some periphrases: the Evil One, the prisoner in the tank. The author also enriches the story with a device of rhetorical question: But did the huntsman see, what Nicholas saw, that four galloping wolves were coming in his direction through the wood? and hyperbole: How did she howl. There are also other devices, as repetitions: â€Å" he told you twice, but you weren’t listening. You often don’t listen when we tell you important things. † (catch repetition); â€Å"older and wiser and better people had told him that there could not possibly be a frog †¦. and marking of the alleged frog. † And epiphoras: â€Å"you said there couldn’t possibly be a frog in my bread-and-milk; there was a frog in my bread-and-milk†; In the text there one-member sentences: â€Å"why not? †; †Who’s calling? ; We should notice that in the text the author uses complex constructions with a lot of homogenous parts, compound complex sentences with homogenous modifiers of time. The style of writing is satirical in a humorous way. The author uses a witty tone to mimic characters in order to subtly criticize them. The author uses irony to poke fun and criticize the Aunt. For instance, trip to Jagborough which is meant to spite Nicholas fails. Instead of being a punishment for the child, it became a treat for him whereas it became a torture to those who went. To sum up, the author’s style is remarkable for its powerful sweep, brilliant illustrations and deep psychological analysis. The story reveals he author’s great knowledge of man’s inner world. He penetrates into the subtlest windings of the child heart. Giving the author his due for brilliance of style and a pointed ridicule of many social vices, such as snobbishness, pretence, self-interest. The author’s attitude towards grown-ups is a little bit cynical. It’s quite obvious that when describing the hard-heartedness and indifference of Adult’s world he is not indignant but rather amused. His habitual attitude is that of expecting little or nothing of his fellow men. His ironical cynicism combined with a keen wit and power observation affords him effective means of portraying reality without shrinking before its seamy side. The charm of this story lies in its interesting plot and exciting situation. At the same time it conveys deep thought, keen observation and sharpness of characterization. These very qualities assure the author of an outstanding place in the annals of literature and in the hearts of all who love good stories.

10,000 Soldiers Die in Tyrol From Avalanches During World War I

10,000 Soldiers Die in Tyrol From Avalanches During World War I During World War I, a battle waged between Austro-Hungarian and Italian soldiers amidst the cold, snowy, mountainous region of South Tyrol. While freezing cold and enemy fire were obviously dangerous, even more deadly were the heavily snow-padded peaks that surrounded the troops. Avalanches brought tons of snow and rock down these mountains, killing at an estimated 10,000 Austro-Hungarian and Italian soldiers in December 1916. Italy Enters World War I When World War I began after the assassination of Austrian Archduke Franz Ferdinand  in June 1914, countries across Europe stood by their allegiances and declared war to support their own allies. Italy, on the other hand, did not. According to the Triple Alliance, first formed in 1882, Italy, Germany, and Austro-Hungary were allies. However, the terms of the Triple Alliance were specific enough to allow Italy, who had neither a strong military nor a powerful navy, to shirk their alliance by finding a way to remain neutral at the beginning of World War I. As the fighting continued into 1915, the Allied Forces (specifically Russia and Great Britain) began to woo the Italians into joining their side in the war. The lure for Italy was the promise of Austro-Hungarian lands, specifically a contested, Italian-speaking area in Tyrol, located in south-western Austro-Hungary. After more than two months of negotiations, the Allied promises were finally enough to bring Italy into World War I. Italy declared war on Austro-Hungary.on May 23, 1915. Getting the Higher Position With this new declaration of war, Italy sent troops north to attack Austro-Hungary, while Austro- Hungary sent troops to the southwest to defend itself. The border between these two countries was located in the mountain ranges of the Alps, where these soldiers fought for the next two years. In all military struggles, the side with the higher ground has the advantage. Knowing this, each side tried to climb higher into the mountains. Dragging heavy equipment and weaponry with them, soldiers climbed as high as they could and then dug in.   Tunnels and trenches were dug and blasted into the mountainsides, while barracks and forts were built to help protect the soldiers from the freezing cold. Deadly Avalanches While contact with the enemy was obviously dangerous, so were the frigid living conditions. The area, regularly icy, was particularly so from the unusually heavy snowstorms of the 1915-1916 winter, which left some areas covered in 40 feet of snow. In December 1916, the explosions from tunnel-building and from fighting took its toll for the snow began to fall off the mountains in avalanches. On December 13, 1916, a particularly powerful avalanche brought an estimated 200,000 tons of ice and rock on top of an Austrian barracks near Mount Marmolada. While 200 soldiers were able to be rescued, another 300 were killed. In the following days, more avalanches fell on troops both Austrian and Italian. The avalanches were so severe that an estimated 10,000 troops were killed by avalanche during December 1916. After the War These 10,000 deaths by avalanche did not end the war. Fighting continued into 1918, with a total of 12 battles fought in this frozen battlefield, most near the Isonzo River. When the war did end, the remaining, cold troops left the mountains for their homes, leaving much of their equipment behind.