[Solved] A5-Article Critique

Assignment Prompt & Instructions

Follow the template and grading rubric

Follow instruction

**files (6)**

– ## VIDEO.docx

– ## ArticleCritiqueTemplate.docx

– ## ArticleCritiqueAssignmentInstructions.doc

– ## Correctionsmadeontheprior-ArticleCritiqueAssignment.docx

– ## ArticleCritiqueGradingRubric1.pdf

– Read-CreswellPothChapters5and7ApprendicesA-E.pdf

**## VIDEO.docx**

**VIDEO**

[https://canvas.liberty.edu/courses/1035064/pages/watch-the-primary-means-of-qualitative-data-collection-interviews?module_item_id=103967414](https://canvas.liberty.edu/courses/1035064/pages/watch-the-primary-means-of-qualitative-data-collection-interviews?module_item_id=103967414)

**## ArticleCritiqueTemplate.docx**

EDCO 747

**Article Critique Template**

Format your article critiques in a double-spaced Word document as follows:

| |
| — |
| Title page<br>2–4-paragraph summary of the article<br>The last paragraph denotes the analysis section and begins with the words,<br>“The following information depicts how this study uses the ______________________ approach:”<br>and is followed with bulleted statements, just like Creswell & Poth’s work in the textbook.<br>· First evidence statement (with or without citation from textbook)<br>· Second evidence statement (with or without citation from textbook)<br>· Third evidence statement (with or without citation from textbook)<br>· Fourth evidence statement (with or without citation from textbook)<br>Reference page |

**## ArticleCritiqueAssignmentInstructions.doc**

EDCO 747

**Article Critique Assignment Instructions**

**Overview**

Creswell and Poth (2023) state, “We have always felt that the best way to learn how to write a qualitative study is to view a number of published qualitative journal articles and to look closely at the way they were composed” (p. 135). Thus, you will be given the opportunity to examine articles about two different research approaches and write critiques about each of them in two separate modules/weeks (the first one in module 3:week 3 and the second in module 5: week 5).

**Instructions**

First, you must select a research approach that you would like to understand better from the Creswell and Poth textbook:

· Narrative (Appendix A)

· Phenomenological (Appendix B)

· Grounded Theory (Appendix C)

· Ethnography (Appendix D)

· Case Study (Appendix E)

Choose one of the above research approaches for the first critique and select a different approach for the second critique. You cannot do the same approach for both critiques.

After selecting the approach you want to study, read the corresponding article (e.g. one of the appendices in the textbook) for that approach and the accompanying textbook summary of the approach you selected (pp. 135-153).

Next, you must choose a research article that corresponds to your selected research approach from the lists in Chapter 4 of the text.

· Narrative (pp. 86-87)

· Phenomenology (pp. 95-96)

· Grounded Theory (pp. 105-106)

· Ethnography (pp. 113-114)

· Case Study (pp.122-123)

NOTE: You MUST choose an article from the text, found in the list above.

Critique this article by following Creswell and Poth’s written model and the format in the template provided. Reread how Creswell and Poth carefully interject quotes from the article into their clear and concise article summaries to help you write your own summary.

· Remember:
**The First Article Critique** is due in module 3: week 3 and the
**Second Article Critique** is due in module 5: week 5

· Please see the
**Article Critique Template** for specifications on length

· Follow APA formatting

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## Correctionsmadeontheprior-ArticleCritiqueAssignment.docx**

NARRATIVE ARTICLE CRITIQUE 1

**Narrative Article Critique: Ruohotie-Lyhty’s Professional Identity Study**

Abraham De La Cruz
Doctor of Education – Community Care and Counseling-
Marriage and Family, Liberty University
EDCO747: Qualitative Methods of Research

Dr. Fred Milacci
June 07, 2026

**Narrative Article Critique: Ruohotie-Lyhty’s Professional Identity Study**

Ruohotie-Lyhty (2013) studied the process of professional identity construction of two newly qualified foreign language teachers in the initial years of their full-time teaching careers. There was a lack of research on the reasons some beginning teachers find induction painful while others find it comparatively manageable, and the study addressed this gap. The author adopted a longitudinal narrative approach in Finland to compare the teachers' narratives and demonstrated how each teacher brought a starting point to their profession that affected their interpretation of the realities of the classroom, expectations of the workplace, and the support they received (Ruohotie-Lyhty, 2013). Thus, the article considers teaching as a process of identity formation rather than merely a transition to employment.

The article describes two conflicting narrative trends. One teacher had a challenging start, characterized by “praxis shock,” uncertainty, and a lack of professional identity; another teacher developed a more stable identity, with continuity between previous experiences and the realities of teaching (Ruohotie-Lyhty, 2013). The study suggests that external induction conditions are not the only factors in the process of professional identity development. Rather, it arises from a dialogue among previous identity, told experience, and significance-making. This conclusion aligns with the purpose of narrative inquiry, which is to highlight temporality, personal context, and how people create their experiences through stories (Creswell & Poth, 2025). Furthermore, the study employs comparison to help make sense of the divergent stories of becoming a teacher in similar professional contexts.

The following information depicts how this study uses the narrative approach:

· The study focuses on the lived experiences of two individuals rather than a broad sample, which matches the narrative aim of exploring individual lives and stories (Creswell & Poth, 2025).

· The author organizes findings around two experience narratives, a painful beginning and an easy beginning, and this structure highlights chronology and turning points.

· The study treats professional identity as something constructed through storytelling, so the participants' accounts become both the data source and the interpretive focus.

· The analysis connects each teacher's story to personal, professional, and contextual conditions, which reflects narrative inquiry's attention to place, social setting, and meaning-making.

**References**

Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). Sage Publications. Comment by Milacci, Fred (Community Care and Counseling): Book and report titles should be in italics (Chapter 9, 9.28).

Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work.
_Teaching and teacher education_,
_30_, 120–129.
[https://doi.org/10.1016/j.tate.2012.11.002](https://doi.org/10.1016/j.tate.2012.11.002) Comment by Milacci, Fred (Community Care and Counseling): The first letter of Each significant word in the periodical should be capitalized (e.g., The Journal of James River Fauna)(Chapter 9, 9.25).

**## ArticleCritiqueGradingRubric1.pdf**

Criteria Ratings Points

Summary
Section

15 to >13 pts

Advanced

Summary is
well-constructed
and uses clear, and
concise language;
includes important
article details,
properly cited, and
explains key
components of the
approach.

13 to >12 pts

Proficient

Summary is fairly
well-constructed
and uses language
that is fairly clear
and concise;
includes most of
the pertinent details
of the article and
explains key
components of the
approach fairly well
with some
appropriate
citations.

12 to >11 pts

Developing

Summary is
somewhat well
constructed; uses
language that has
some clarity and
conciseness;
includes some of
the pertinent details
of the article and
key components of
the approach
somewhat with a
few appropriate
citations.

11 to >0 pts

Below Expectations

Summary is poorly
constructed; uses
language that lacks
clarity and
conciseness;
missing key details
of the article and
fails to explain key
components of the
approach well;
lacks adequate
citations.

0 pts

Not
present

15 pts

Analysis
Section

20 to >18 pts

Advanced

Analysis is well
written and in the
candidate’s own
words; contains all
required elements
(correct
introduction &
bulleted
information) and at
least 4 statements
delineating how the
article fits the
research design.

18 to >16 pts

Proficient

Analysis is
adequately written,
mostly in the
candidate’s own
words; contains
most required
elements (correct
introduction &
bulleted
information) and
some statements
delineating how the
article fits the
research design.

16 to >15 pts

Developing

Analysis is written
in some of the
candidate’s own
words; contains
some required
elements
(introduction &
bulleted
information) and a
few statements
delineating how the
article fits the
research design.

15 to >0 pts

Below Expectations

Analysis is vaguely
written and in some
of the candidate’s
own words;
contains a few
required elements
(correct
introduction &
bulleted
information);
vaguely delineates
how the article fits
the research
design.

0 pts

Not
present

20 pts

Article Critique Grading Rubric | EDCO747_B01_202630

Criteria Ratings Points

Mechanics
&
Composition

5 to >4 pts

Advanced

Paper is free of
errors in spelling
and grammar.
Doctoral-level
writing style is
evident with
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

4 to >3 pts

Proficient

Few errors in
spelling and
grammar.
Doctoral-level
writing style is
evident, displaying
basic composition
with most of the
following elements:
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

3 to >2 pts

Developing

A fair amount of
errors in spelling,
grammar, or
punctuation.
Writing includes
several errors in
some of the
following
categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

2 to >0 pts

Below Expectations

Pervasive errors in
spelling, and
grammar. Writing
includes pervasive
errors in the
following
categories:
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

0 pts

Not
present

5 pts

APA 10 to >9 pts

Advanced

Citations are
appropriately
implemented and
are formatted per
current APA.
Overall paper is
formatted per
current APA:
running head, page
numbers, title
page, spacing,
indentions,
margins, reference
page and
headings.

9 to >8 pts

Proficient

Minor errors
regarding
appropriate
implementation
and/or current APA
formatting of
citations. Few
errors in paper
format per current
APA: running head,
page numbers, title
page, spacing,
indentions,
margins, reference
page and
headings.

8 to >7 pts

Developing

A fair amount of
errors regarding
appropriate
implementation
and/or APA
formatting of
citations. Several
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

7 to >0 pts

Below Expectations

Pervasive errors
regarding
appropriate
implementation
and/or APA
formatting of
citations. Multiple
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

0 pts

Not
present

10 pts

Total Points: 50

Article Critique Grading Rubric | EDCO747_B01_202630

**Read-CreswellPothChapters5and7ApprendicesA-E.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5and7apprendicesa-e-pdf-10563121)

**Read-CreswellPothChapters5and7ApprendicesA-E.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5and7apprendicesa-e-pdf-10563121)

**## VIDEO.docx**

**VIDEO**

[https://canvas.liberty.edu/courses/1035064/pages/watch-the-primary-means-of-qualitative-data-collection-interviews?module_item_id=103967414](https://canvas.liberty.edu/courses/1035064/pages/watch-the-primary-means-of-qualitative-data-collection-interviews?module_item_id=103967414)

**## ArticleCritiqueTemplate.docx**

EDCO 747

**Article Critique Template**

Format your article critiques in a double-spaced Word document as follows:

| |
| — |
| Title page<br>2–4-paragraph summary of the article<br>The last paragraph denotes the analysis section and begins with the words,<br>“The following information depicts how this study uses the ______________________ approach:”<br>and is followed with bulleted statements, just like Creswell & Poth’s work in the textbook.<br>· First evidence statement (with or without citation from textbook)<br>· Second evidence statement (with or without citation from textbook)<br>· Third evidence statement (with or without citation from textbook)<br>· Fourth evidence statement (with or without citation from textbook)<br>Reference page |

**## ArticleCritiqueAssignmentInstructions.doc**

EDCO 747

**Article Critique Assignment Instructions**

**Overview**

Creswell and Poth (2023) state, “We have always felt that the best way to learn how to write a qualitative study is to view a number of published qualitative journal articles and to look closely at the way they were composed” (p. 135). Thus, you will be given the opportunity to examine articles about two different research approaches and write critiques about each of them in two separate modules/weeks (the first one in module 3:week 3 and the second in module 5: week 5).

**Instructions**

First, you must select a research approach that you would like to understand better from the Creswell and Poth textbook:

· Narrative (Appendix A)

· Phenomenological (Appendix B)

· Grounded Theory (Appendix C)

· Ethnography (Appendix D)

· Case Study (Appendix E)

Choose one of the above research approaches for the first critique and select a different approach for the second critique. You cannot do the same approach for both critiques.

After selecting the approach you want to study, read the corresponding article (e.g. one of the appendices in the textbook) for that approach and the accompanying textbook summary of the approach you selected (pp. 135-153).

Next, you must choose a research article that corresponds to your selected research approach from the lists in Chapter 4 of the text.

· Narrative (pp. 86-87)

· Phenomenology (pp. 95-96)

· Grounded Theory (pp. 105-106)

· Ethnography (pp. 113-114)

· Case Study (pp.122-123)

NOTE: You MUST choose an article from the text, found in the list above.

Critique this article by following Creswell and Poth’s written model and the format in the template provided. Reread how Creswell and Poth carefully interject quotes from the article into their clear and concise article summaries to help you write your own summary.

· Remember:
**The First Article Critique** is due in module 3: week 3 and the
**Second Article Critique** is due in module 5: week 5

· Please see the
**Article Critique Template** for specifications on length

· Follow APA formatting

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## Correctionsmadeontheprior-ArticleCritiqueAssignment.docx**

NARRATIVE ARTICLE CRITIQUE 1

**Narrative Article Critique: Ruohotie-Lyhty’s Professional Identity Study**

Abraham De La Cruz
Doctor of Education – Community Care and Counseling-
Marriage and Family, Liberty University
EDCO747: Qualitative Methods of Research

Dr. Fred Milacci
June 07, 2026

**Narrative Article Critique: Ruohotie-Lyhty’s Professional Identity Study**

Ruohotie-Lyhty (2013) studied the process of professional identity construction of two newly qualified foreign language teachers in the initial years of their full-time teaching careers. There was a lack of research on the reasons some beginning teachers find induction painful while others find it comparatively manageable, and the study addressed this gap. The author adopted a longitudinal narrative approach in Finland to compare the teachers' narratives and demonstrated how each teacher brought a starting point to their profession that affected their interpretation of the realities of the classroom, expectations of the workplace, and the support they received (Ruohotie-Lyhty, 2013). Thus, the article considers teaching as a process of identity formation rather than merely a transition to employment.

The article describes two conflicting narrative trends. One teacher had a challenging start, characterized by “praxis shock,” uncertainty, and a lack of professional identity; another teacher developed a more stable identity, with continuity between previous experiences and the realities of teaching (Ruohotie-Lyhty, 2013). The study suggests that external induction conditions are not the only factors in the process of professional identity development. Rather, it arises from a dialogue among previous identity, told experience, and significance-making. This conclusion aligns with the purpose of narrative inquiry, which is to highlight temporality, personal context, and how people create their experiences through stories (Creswell & Poth, 2025). Furthermore, the study employs comparison to help make sense of the divergent stories of becoming a teacher in similar professional contexts.

The following information depicts how this study uses the narrative approach:

· The study focuses on the lived experiences of two individuals rather than a broad sample, which matches the narrative aim of exploring individual lives and stories (Creswell & Poth, 2025).

· The author organizes findings around two experience narratives, a painful beginning and an easy beginning, and this structure highlights chronology and turning points.

· The study treats professional identity as something constructed through storytelling, so the participants' accounts become both the data source and the interpretive focus.

· The analysis connects each teacher's story to personal, professional, and contextual conditions, which reflects narrative inquiry's attention to place, social setting, and meaning-making.

**References**

Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). Sage Publications. Comment by Milacci, Fred (Community Care and Counseling): Book and report titles should be in italics (Chapter 9, 9.28).

Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work.
_Teaching and teacher education_,
_30_, 120–129.
[https://doi.org/10.1016/j.tate.2012.11.002](https://doi.org/10.1016/j.tate.2012.11.002) Comment by Milacci, Fred (Community Care and Counseling): The first letter of Each significant word in the periodical should be capitalized (e.g., The Journal of James River Fauna)(Chapter 9, 9.25).

**## ArticleCritiqueGradingRubric1.pdf**

Criteria Ratings Points

Summary
Section

15 to >13 pts

Advanced

Summary is
well-constructed
and uses clear, and
concise language;
includes important
article details,
properly cited, and
explains key
components of the
approach.

13 to >12 pts

Proficient

Summary is fairly
well-constructed
and uses language
that is fairly clear
and concise;
includes most of
the pertinent details
of the article and
explains key
components of the
approach fairly well
with some
appropriate
citations.

12 to >11 pts

Developing

Summary is
somewhat well
constructed; uses
language that has
some clarity and
conciseness;
includes some of
the pertinent details
of the article and
key components of
the approach
somewhat with a
few appropriate
citations.

11 to >0 pts

Below Expectations

Summary is poorly
constructed; uses
language that lacks
clarity and
conciseness;
missing key details
of the article and
fails to explain key
components of the
approach well;
lacks adequate
citations.

0 pts

Not
present

15 pts

Analysis
Section

20 to >18 pts

Advanced

Analysis is well
written and in the
candidate’s own
words; contains all
required elements
(correct
introduction &
bulleted
information) and at
least 4 statements
delineating how the
article fits the
research design.

18 to >16 pts

Proficient

Analysis is
adequately written,
mostly in the
candidate’s own
words; contains
most required
elements (correct
introduction &
bulleted
information) and
some statements
delineating how the
article fits the
research design.

16 to >15 pts

Developing

Analysis is written
in some of the
candidate’s own
words; contains
some required
elements
(introduction &
bulleted
information) and a
few statements
delineating how the
article fits the
research design.

15 to >0 pts

Below Expectations

Analysis is vaguely
written and in some
of the candidate’s
own words;
contains a few
required elements
(correct
introduction &
bulleted
information);
vaguely delineates
how the article fits
the research
design.

0 pts

Not
present

20 pts

Article Critique Grading Rubric | EDCO747_B01_202630

Criteria Ratings Points

Mechanics
&
Composition

5 to >4 pts

Advanced

Paper is free of
errors in spelling
and grammar.
Doctoral-level
writing style is
evident with
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

4 to >3 pts

Proficient

Few errors in
spelling and
grammar.
Doctoral-level
writing style is
evident, displaying
basic composition
with most of the
following elements:
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

3 to >2 pts

Developing

A fair amount of
errors in spelling,
grammar, or
punctuation.
Writing includes
several errors in
some of the
following
categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

2 to >0 pts

Below Expectations

Pervasive errors in
spelling, and
grammar. Writing
includes pervasive
errors in the
following
categories:
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

0 pts

Not
present

5 pts

APA 10 to >9 pts

Advanced

Citations are
appropriately
implemented and
are formatted per
current APA.
Overall paper is
formatted per
current APA:
running head, page
numbers, title
page, spacing,
indentions,
margins, reference
page and
headings.

9 to >8 pts

Proficient

Minor errors
regarding
appropriate
implementation
and/or current APA
formatting of
citations. Few
errors in paper
format per current
APA: running head,
page numbers, title
page, spacing,
indentions,
margins, reference
page and
headings.

8 to >7 pts

Developing

A fair amount of
errors regarding
appropriate
implementation
and/or APA
formatting of
citations. Several
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

7 to >0 pts

Below Expectations

Pervasive errors
regarding
appropriate
implementation
and/or APA
formatting of
citations. Multiple
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

0 pts

Not
present

10 pts

Total Points: 50

Article Critique Grading Rubric | EDCO747_B01_202630

**Read-CreswellPothChapters5and7ApprendicesA-E.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5and7apprendicesa-e-pdf-10563121)

**## VIDEO.docx**

**VIDEO**

[https://canvas.liberty.edu/courses/1035064/pages/watch-the-primary-means-of-qualitative-data-collection-interviews?module_item_id=103967414](https://canvas.liberty.edu/courses/1035064/pages/watch-the-primary-means-of-qualitative-data-collection-interviews?module_item_id=103967414)

**## ArticleCritiqueTemplate.docx**

EDCO 747

**Article Critique Template**

Format your article critiques in a double-spaced Word document as follows:

| |
| — |
| Title page<br>2–4-paragraph summary of the article<br>The last paragraph denotes the analysis section and begins with the words,<br>“The following information depicts how this study uses the ______________________ approach:”<br>and is followed with bulleted statements, just like Creswell & Poth’s work in the textbook.<br>· First evidence statement (with or without citation from textbook)<br>· Second evidence statement (with or without citation from textbook)<br>· Third evidence statement (with or without citation from textbook)<br>· Fourth evidence statement (with or without citation from textbook)<br>Reference page |

**## ArticleCritiqueAssignmentInstructions.doc**

EDCO 747

**Article Critique Assignment Instructions**

**Overview**

Creswell and Poth (2023) state, “We have always felt that the best way to learn how to write a qualitative study is to view a number of published qualitative journal articles and to look closely at the way they were composed” (p. 135). Thus, you will be given the opportunity to examine articles about two different research approaches and write critiques about each of them in two separate modules/weeks (the first one in module 3:week 3 and the second in module 5: week 5).

**Instructions**

First, you must select a research approach that you would like to understand better from the Creswell and Poth textbook:

· Narrative (Appendix A)

· Phenomenological (Appendix B)

· Grounded Theory (Appendix C)

· Ethnography (Appendix D)

· Case Study (Appendix E)

Choose one of the above research approaches for the first critique and select a different approach for the second critique. You cannot do the same approach for both critiques.

After selecting the approach you want to study, read the corresponding article (e.g. one of the appendices in the textbook) for that approach and the accompanying textbook summary of the approach you selected (pp. 135-153).

Next, you must choose a research article that corresponds to your selected research approach from the lists in Chapter 4 of the text.

· Narrative (pp. 86-87)

· Phenomenology (pp. 95-96)

· Grounded Theory (pp. 105-106)

· Ethnography (pp. 113-114)

· Case Study (pp.122-123)

NOTE: You MUST choose an article from the text, found in the list above.

Critique this article by following Creswell and Poth’s written model and the format in the template provided. Reread how Creswell and Poth carefully interject quotes from the article into their clear and concise article summaries to help you write your own summary.

· Remember:
**The First Article Critique** is due in module 3: week 3 and the
**Second Article Critique** is due in module 5: week 5

· Please see the
**Article Critique Template** for specifications on length

· Follow APA formatting

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

**## Correctionsmadeontheprior-ArticleCritiqueAssignment.docx**

NARRATIVE ARTICLE CRITIQUE 1

**Narrative Article Critique: Ruohotie-Lyhty’s Professional Identity Study**

Abraham De La Cruz
Doctor of Education – Community Care and Counseling-
Marriage and Family, Liberty University
EDCO747: Qualitative Methods of Research

Dr. Fred Milacci
June 07, 2026

**Narrative Article Critique: Ruohotie-Lyhty’s Professional Identity Study**

Ruohotie-Lyhty (2013) studied the process of professional identity construction of two newly qualified foreign language teachers in the initial years of their full-time teaching careers. There was a lack of research on the reasons some beginning teachers find induction painful while others find it comparatively manageable, and the study addressed this gap. The author adopted a longitudinal narrative approach in Finland to compare the teachers' narratives and demonstrated how each teacher brought a starting point to their profession that affected their interpretation of the realities of the classroom, expectations of the workplace, and the support they received (Ruohotie-Lyhty, 2013). Thus, the article considers teaching as a process of identity formation rather than merely a transition to employment.

The article describes two conflicting narrative trends. One teacher had a challenging start, characterized by “praxis shock,” uncertainty, and a lack of professional identity; another teacher developed a more stable identity, with continuity between previous experiences and the realities of teaching (Ruohotie-Lyhty, 2013). The study suggests that external induction conditions are not the only factors in the process of professional identity development. Rather, it arises from a dialogue among previous identity, told experience, and significance-making. This conclusion aligns with the purpose of narrative inquiry, which is to highlight temporality, personal context, and how people create their experiences through stories (Creswell & Poth, 2025). Furthermore, the study employs comparison to help make sense of the divergent stories of becoming a teacher in similar professional contexts.

The following information depicts how this study uses the narrative approach:

· The study focuses on the lived experiences of two individuals rather than a broad sample, which matches the narrative aim of exploring individual lives and stories (Creswell & Poth, 2025).

· The author organizes findings around two experience narratives, a painful beginning and an easy beginning, and this structure highlights chronology and turning points.

· The study treats professional identity as something constructed through storytelling, so the participants' accounts become both the data source and the interpretive focus.

· The analysis connects each teacher's story to personal, professional, and contextual conditions, which reflects narrative inquiry's attention to place, social setting, and meaning-making.

**References**

Creswell, J. W., & Poth, C. N. (2025). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). Sage Publications. Comment by Milacci, Fred (Community Care and Counseling): Book and report titles should be in italics (Chapter 9, 9.28).

Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work.
_Teaching and teacher education_,
_30_, 120–129.
[https://doi.org/10.1016/j.tate.2012.11.002](https://doi.org/10.1016/j.tate.2012.11.002) Comment by Milacci, Fred (Community Care and Counseling): The first letter of Each significant word in the periodical should be capitalized (e.g., The Journal of James River Fauna)(Chapter 9, 9.25).

**## ArticleCritiqueGradingRubric1.pdf**

Criteria Ratings Points

Summary
Section

15 to >13 pts

Advanced

Summary is
well-constructed
and uses clear, and
concise language;
includes important
article details,
properly cited, and
explains key
components of the
approach.

13 to >12 pts

Proficient

Summary is fairly
well-constructed
and uses language
that is fairly clear
and concise;
includes most of
the pertinent details
of the article and
explains key
components of the
approach fairly well
with some
appropriate
citations.

12 to >11 pts

Developing

Summary is
somewhat well
constructed; uses
language that has
some clarity and
conciseness;
includes some of
the pertinent details
of the article and
key components of
the approach
somewhat with a
few appropriate
citations.

11 to >0 pts

Below Expectations

Summary is poorly
constructed; uses
language that lacks
clarity and
conciseness;
missing key details
of the article and
fails to explain key
components of the
approach well;
lacks adequate
citations.

0 pts

Not
present

15 pts

Analysis
Section

20 to >18 pts

Advanced

Analysis is well
written and in the
candidate’s own
words; contains all
required elements
(correct
introduction &
bulleted
information) and at
least 4 statements
delineating how the
article fits the
research design.

18 to >16 pts

Proficient

Analysis is
adequately written,
mostly in the
candidate’s own
words; contains
most required
elements (correct
introduction &
bulleted
information) and
some statements
delineating how the
article fits the
research design.

16 to >15 pts

Developing

Analysis is written
in some of the
candidate’s own
words; contains
some required
elements
(introduction &
bulleted
information) and a
few statements
delineating how the
article fits the
research design.

15 to >0 pts

Below Expectations

Analysis is vaguely
written and in some
of the candidate’s
own words;
contains a few
required elements
(correct
introduction &
bulleted
information);
vaguely delineates
how the article fits
the research
design.

0 pts

Not
present

20 pts

Article Critique Grading Rubric | EDCO747_B01_202630

Criteria Ratings Points

Mechanics
&
Composition

5 to >4 pts

Advanced

Paper is free of
errors in spelling
and grammar.
Doctoral-level
writing style is
evident with
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

4 to >3 pts

Proficient

Few errors in
spelling and
grammar.
Doctoral-level
writing style is
evident, displaying
basic composition
with most of the
following elements:
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

3 to >2 pts

Developing

A fair amount of
errors in spelling,
grammar, or
punctuation.
Writing includes
several errors in
some of the
following
categories:
coherent, cohesive,
effective sentence/
paragraph
structures, logical
progression, and
transitions.

2 to >0 pts

Below Expectations

Pervasive errors in
spelling, and
grammar. Writing
includes pervasive
errors in the
following
categories:
coherent, cohesive,
effective sentence/
paragraph
structures; logical
progression; and
transitions.

0 pts

Not
present

5 pts

APA 10 to >9 pts

Advanced

Citations are
appropriately
implemented and
are formatted per
current APA.
Overall paper is
formatted per
current APA:
running head, page
numbers, title
page, spacing,
indentions,
margins, reference
page and
headings.

9 to >8 pts

Proficient

Minor errors
regarding
appropriate
implementation
and/or current APA
formatting of
citations. Few
errors in paper
format per current
APA: running head,
page numbers, title
page, spacing,
indentions,
margins, reference
page and
headings.

8 to >7 pts

Developing

A fair amount of
errors regarding
appropriate
implementation
and/or APA
formatting of
citations. Several
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

7 to >0 pts

Below Expectations

Pervasive errors
regarding
appropriate
implementation
and/or APA
formatting of
citations. Multiple
errors in paper
format per APA:
running head, page
numbers, title
page, spacing,
indentations,
margins, reference
page and
headings.

0 pts

Not
present

10 pts

Total Points: 50

Article Critique Grading Rubric | EDCO747_B01_202630

**Read-CreswellPothChapters5and7ApprendicesA-E.pdf**

This file is too large to display. [View in new window](https://www.sweetstudy.com/files/read-creswellpothchapters5and7apprendicesa-e-pdf-10563121)