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Guidelines for Reviewing
Here are some things you should consider as you examine a manuscript and write your
Look for the “intellectual plot-line” of the article. You can do this from first skimming
through the manuscript and then giving it a once-over read. As you do this, ask the major
questions that are central to the review process:
1. What is the purpose of this article?
2. Why is it important to investigate or examine the subject of the article?
3. How are the authors carrying out the task? Are their methods and
comments appropriate and adequate to the task?
4. What do they claim to have found out? Are the findings clearly stated?
5. How does this advance knowledge in the field?
How well do the authors place their findings or comments within the context of ongoing
scholarly inquiry about this topic? Look at the organization of the article. Can you find
answers to the above questions quickly and easily? Can you trace the logic consistently
from the opening paragraphs to the conclusion?
Then go back to the opening paragraphs of the article. Is the groundwork adequately and
clearly laid to guide readers into the topic that is being addressed? Is it clear what the
authors are talking about? Do they make the case that this is an important area for inquiry
An early section of many articles is usually a review of the existing literature on this topic.
Do the authors present a convincing line of argument here—or does it appear that they
are just name-dropping (citing sources that may be important, without a clear underlying
logic for how they may be important)? Do the authors focus on ideas, or merely on
discrete facts or findings? Have they given sufficient attention to theory—the cumulative
attempts at prior explanations for the questions they are investigating? In short: How well
do the authors set the stage for the problem or issue that they are reporting?
In the case of a research article, the section presenting research results is surely the heart
of the article—though not its soul (which the reader should find in the opening paragraphs
and in the discussion section). Reviewers might consider four questions here:
1. Does the results section tell a story—taking the reader from the research questions
posed earlier to their answers in the data? Is the logic clear?
2. Are the tables and figures clear and succinct? Can they be “read” easily for major
findings by themselves, or should there be additional information provided? Are
the authors’ tables consistent with the format of currently accepted norms
regarding data presentation? Are the tables and/or figures necessary?
3. Do the authors present too many tables or figures in the form of undigested
findings? Are all of them necessary in order to tell the story of this research
Wolf – August 2021
inquiry; or can some be combined? Remember that tables and figures are very
expensive and can take up a lot of space. Also remember that undigested data
obscure rather than advance the cumulative development of knowledge in a field.
4. Are the results presented both statistically and substantively meaningful? Have the
authors stayed within the bounds of the results their data will support?
The writing style is important. Consider the three guidelines for successful
communication—to be clear, concise, and correct—and whether the authors have
1. Is the writing clear? Do the authors communicate their ideas using direct,
straightforward, and unambiguous words and phrases? Have they avoided jargon
(statistical or conceptual) that would interfere with the communication of their
procedures or ideas? Have they clearly and satisfactorily explained the key
concepts relevant to the article?
2. Is the writing concise? Are too many words or paragraphs or sections used to
present what could be communicated more simply?
3. Is the writing correct? Many writers have only a rudimentary grasp of grammar
and punctuation, and that results in meandering commas, clauses in complex
sentences that are struggling to find their verbs, and adjectives or even nouns that
remain quite ambiguous about their antecedents in the sentence. Does the article
have a foreign accent, i.e., is it clear that a native speaker of English did not write
it? These are not merely technical issues of grammar to be somehow dealt with by
a copy-editor down the line. Rather they involve the successful communication of
a set of ideas to an audience; and this is the basis of scholarship today.
Your critical evaluation section of the JAR : This is the most import ant
section of this assignment! Should this paper be (a) rejected and not read b y
your cl assmat es because it is not their time? Why or why not? or
(b) Is the article presented in a clear, concise, and effective manner that should be read by
all? Does this article contribute to the topic or issue under discussion? Is the article timely?
Does the author(s) conclusions make sense based on the information in the article? If you
were assigned a project at work and this article was related to that project, would you insist
your boss read this article? Why or why not?
Wolf – August 2021