Critic framework for A level by Maham Arshad.pdf

CRITIC Framework:
Introducing the CRITIC Framework, a 𝗻𝗲𝘄 𝘁𝗲𝗮𝗰𝗵𝗶𝗻𝗴 𝗺𝗲𝘁𝗵𝗼𝗱 I’ve developed to support A-Level English students in enhancing their 𝗮𝗻𝗮𝗹𝘆𝘁𝗶𝗰𝗮𝗹 𝗮𝗻𝗱 𝗰𝗿𝗶𝘁𝗶𝗰𝗮𝗹 𝘄𝗿𝗶𝘁𝗶𝗻𝗴 skills. Created with assistance from Grok, this approach offers a practical way to improve text analysis.

𝗪𝗵𝗮𝘁 𝗶𝘁 𝗶𝗻𝗰𝗹𝘂𝗱𝗲𝘀:
𝗖𝗼𝗻𝘁𝗲𝘅𝘁𝘂𝗮𝗹 𝗥𝗲𝗮𝗱𝗶𝗻𝗴 (𝗖𝗥): Deepens understanding with AI-driven prompts.
𝗜𝘁𝗲𝗿𝗮𝘁𝗶𝘃𝗲 𝗧𝗵𝗶𝗻𝗸𝗶𝗻𝗴 (𝗜𝗧): Builds confidence through timed responses and feedback.
𝗜𝗻𝘁𝗲𝗴𝗿𝗮𝘁𝗲𝗱 𝗖𝗿𝗶𝘁𝗶𝗾𝘂𝗲 (𝗜𝗖): Encourages structured essays with a gamified scoring system.

𝗞𝗲𝘆 𝗯𝗲𝗻𝗲𝗳𝗶𝘁𝘀: This framework may help boost grades by 80-90% (based on initial estimates), promotes collaboration, and is adaptable for various texts or class sizes. It also creates a reusable "wiki" for ongoing learning.

𝗛𝗼𝘄 𝘁𝗼 𝗮𝗽𝗽𝗹𝘆 𝗶𝘁: Test it with a small group using texts like 𝗢𝘁𝗵𝗲𝗹𝗹𝗼, following the step-by-step guide that works with or without gadgets.

1. CRITIC
Framework
CRITIC
FrameworkImprove Students Analytical SkillsImprove Students Analytical Skills Design by Maham Arshad with the help of GrokDesign by Maham Arshad with the help of Grok

2. CRITIC StandsCRITIC Stands Contextual Reading (CR):Contextual Reading (CR):
Iterative Thinking (IT):Iterative Thinking (IT):
Integrated Critique (IC):Integrated Critique (IC):
Annotate texts with cultural, historical,
and authorial cues, supported by AI-
driven prompts.
Write short timed responses, refine
through feedback, and redraft to
sharpen clarity and confidence.
Synthesize analysis into a structured
essay with evidence and originality,
supported by a gamified scoring
system.Design by Maham Arshad with the help of GrokDesign by Maham Arshad with the help of Grok

3. Use and Benefits of
CRITIC
Use and Benefits of
CRITIC Why do we use it?Why do we use it?
Why is it beneficial?Why is it beneficial?To improve students’ analytical skills in English by
making text analysis engaging, collaborative, and
systematic, helping them better understand themes,
characters, and literary techniques. Enhances students’ ability to analyze texts deeply,
potentially improving grades by 80-90% (per Grok’s
estimate).
Encourages collaboration, making learning interactive
and less intimidating.
Flexible for teachers to adapt to different texts or
class sizes.
Builds a reusable resource (wiki) for ongoing learning. Design by Maham Arshad with the help of GrokDesign by Maham Arshad with the help of Grok

4. CRITIC Framework
Implementation
CRITIC Framework
Implementation Design by Maham Arshad with the help of GrokDesign by Maham Arshad with the help of Grok Topic: Character Analysis in Othello (Act 3, Scene 3 Iago’s
manipulation)
Class Size: 15 A-Level students
Step 1: Set up the activity
Create a Google Doc titled “Critic
Wiki: Othello Character Analysis.”
Paste the extract from Act 3, Scene
3 (from No Fear Shakespeare or
similar).
Share the document via Google
Classroom.
Step 2: Contextual Reading (CR)
Add guiding context questions at
the
top of the document:
What was jealousy like in
Elizabethan times?
How does Shakespeare use villains
in tragedies?
What makes a tragic hero?
Students use these questions to
frame their annotations.
Step 3: Group division
Divide the class into five groups of
three.
Assign each group to highlight one
line and add a comment on Iago’s
or Othello’s traits (e.g., Iago calling
himself “honest” sarcastically).
Step 4: Iterative Thinking (IT)
Post the analysis prompt:
“How does Iago manipulate Othello
in this scene?”
Each group writes a 3–4 sentence
paragraph in the Google Doc.
Example: Iago plants doubt with “I
like not that,” making Othello
question Desdemona.
Step 5: Integrated Critique (IC)
Each student writes a short
reflection (2–3 sentences)
individually:
Example: I learned how Iago’s
words hide his true motives and
create doubt in Othello’s mind.
Teacher applies the gamified
scoring system (points for
precision, coherence, originality) to
encourage quality writing.
Step 6: Wrap-up discussion
Invite students to share insights
from reflections.
Highlight strong use of evidence,
context, and originality.
End by connecting the exercise to
exam-style essay writing.

5. CRITIC Framework
Implementation
CRITIC Framework
Implementation StepStep Without
Gadgets
Without
Gadgets With
Gadgets
With
Gadgets Text
Access
Text
AccessPaste Othello Act 3, Scene
3 extract into a shared
Google Doc and title it
Critic Wiki.
Paste Othello Act 3, Scene
3 extract into a shared
Google Doc and title it
Critic Wiki. Print the extract and
distribute copies to all
students.
Print the extract and
distribute copies to all
students.
Contextual
Reading (CR)
Contextual
Reading (CR)Add 3 guiding questions at the top
of the Google Doc. Students
annotate with digital comments.
Add 3 guiding questions at the top
of the Google Doc. Students
annotate with digital comments. Write the 3 context
questions on the board.
Students annotate directly
on paper.
Write the 3 context
questions on the board.
Students annotate directly
on paper.
Group WorkGroup WorkDivide into 5 groups of 3. Each group
highlights a line in the Doc and adds
a digital comment (e.g., “honest” =
sarcasm).
Divide into 5 groups of 3. Each group
highlights a line in the Doc and adds
a digital comment (e.g., “honest” =
sarcasm). Groups underline phrases on
paper and write margin
notes (e.g., “honest” is
sarcastic).
Groups underline phrases on
paper and write margin
notes (e.g., “honest” is
sarcastic).
Iterative
Thinking (IT)
Iterative
Thinking (IT)Post a prompt in the Doc: “How
does Iago manipulate Othello?”
Each group types a 3–4 sentence
paragraph.
Post a prompt in the Doc: “How
does Iago manipulate Othello?”
Each group types a 3–4 sentence
paragraph. Give the same prompt
verbally or on the board.
Groups write a 3–4 sentence
paragraph on paper.
Give the same prompt
verbally or on the board.
Groups write a 3–4 sentence
paragraph on paper.
Peer FeedbackPeer FeedbackGroups comment on another
group’s paragraph in the shared
Doc.
Groups comment on another
group’s paragraph in the shared
Doc. Groups swap papers and add
a short note/question to
another group’s answer.
Groups swap papers and add
a short note/question to
another group’s answer.
Integrated
Critique (IC)
Integrated
Critique (IC)Each student adds a 2–3 sentence
reflection in the Doc. Teacher scores
with a gamified rubric (precision,
coherence, originality).
Each student adds a 2–3 sentence
reflection in the Doc. Teacher scores
with a gamified rubric (precision,
coherence, originality). Each student writes a
reflection at the bottom of
their paper. Teacher scores
with the same rubric.
Each student writes a
reflection at the bottom of
their paper. Teacher scores
with the same rubric. Design by Maham Arshad with the help of GrokDesign by Maham Arshad with the help of Grok

6. 11..Students write more structured and coherent
essays.
22..Analysis shows stronger links between text,
context, and theme.
33..Students use evidence more effectively,
moving beyond plot summary.
44..Group work improves clarity of reasoning and
reduces misinterpretation.
55..Timed micro-writing boosts precision and
confidence under exam pressure.
66..Reflections build self-awareness about
strengths and gaps in analysis.
77..Overall, students develop a critical voice
instead of relying on memorized notes.
1.Students write more structured and coherent
essays.
2.Analysis shows stronger links between text,
context, and theme.
3.Students use evidence more effectively,
moving beyond plot summary.
4.Group work improves clarity of reasoning and
reduces misinterpretation.
5.Timed micro-writing boosts precision and
confidence under exam pressure.
6.Reflections build self-awareness about
strengths and gaps in analysis.
7.Overall, students develop a critical voice
instead of relying on memorized notes. Expected ResultsExpected Results Design by Maham Arshad with the help of GrokDesign by Maham Arshad with the help of Grok

7. End NoteEnd Note
The CRITIC Framework (Contextual
Reading, Iterative Thinking,
Integrated Critique) is a new concept
I developed to help A-Level students
strengthen analytical and critical
writing skills.
The CRITIC Framework (Contextual
Reading, Iterative Thinking,
Integrated Critique) is a new concept
I developed to help A-Level students
strengthen analytical and critical
writing skills.Design by Maham Arshad with the help of GrokDesign by Maham Arshad with the help of Grok