How to Review a Journal Article:

Suggestions for First-Time Reviewers

Guidelines for Reviewing

Here are nine things you should consider as you examine the research
article and write your review:
Look for the “intellectual plot-line” of the article. You can do this from first skimming
through the article and then giving it a once-over read. As you do this, ask the five
major questions that are central to the research review process:
1. What do the researchers want to find out?
2. Why is that important to investigate or understand?
3. How are the researchers investigating this? Are their research
methods 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?
6. How well do the researchers place their findings 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 of investigation consistently from the opening paragraphs
to the conclusion?
7. Then go back to the opening paragraphs of the article. Are the research
questions specifically stated? Is it clear what the authors want to find out? Do
they make the case that this is an important area for research inquiry?
8. The next section is usually a review of the existing research 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? Are the research
questions or hypotheses clearly derivative of the theory and the literature
review? In short: How well do the authors set the stage for the research
problem they are reporting?
9. The methods and procedures section is usually next; and this is where
neophyte reviewers often start (unwisely) to sharpen their knives. The
selection of methods by which the researchers collect data always involve
compromises, and there are few studies that cannot be criticized for errors
of commission or omission in terms of textbook criteria for research design
and data collection procedures. You could focus on three questions here:
1. Do the authors clearly describe their research strategies?

Do they present sufficient detail about the sample from which they have
collected data; the operationalization of measures they have attempted to
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employ; and the adequacy of these measures in terms of external

and internal validity? In addition, there should be no surprises here:
The measures should be clearly matched to the research questions
or the hypotheses.
2. Are their choices of methods adequate to find out what they want to
find out in this study? Would other methods provide a substantial
improvement; if so, would employing these methods be feasible or
practical?
3. Do they provide some justification for the methods they have chosen?
Does this appear to be adequate? 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?
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 inquiry; or can some be combined? Remember
that tables and figures are very expensive (from the standpoint of the
journal) and 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 discussion section is where the authors can give flight to their
findings, so that they soar into the heights of cumulative knowledge
development about this topic—or crash into the depths of their CV’s, with
few other scholars ever citing their findings. Of course few research
reports will ever be cited as cornerstones to the development of
knowledge about any topic; but your review should encourage authors to
aspire to these heights. Consider the following as you evaluate their
discussion section:
1. Do the authors present here a concise and accurate summary
of their major findings? Does their interpretation fairly represent
the data as presented earlier in the article?
2. Do they attempt to integrate these findings in the context of a
broader scholarly debate about these issues? Specifically: Do they
integrate their findings with the research literature they presented
earlier in their article—do they bring the findings back to the
previous literature reviewed?
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3. Have they gone beyond presenting facts—data—and made

an effort to present explanations—understanding? Have they
responded to the conceptual or theoretical problems that were
raised in the introduction? This is how theory is developed.
4. Do the authors thoughtfully address the limitations of their study?
The writing style is important. Consider the three guidelines for successful
communication—to be clear, concise, and correct---and whether the
authors have achieved it:
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?
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? Too may promising scientists have only a rudimentary
grasp of grammar and punctuation that result 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. 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.

Good Reviews and Bad Reviews

A good review is supportive, constructive, thoughtful, and fair. It identifies both
strengths and weaknesses, and offers concrete suggestions for improvements. It
acknowledges the reviewer’s biases where appropriate, and justifies the
reviewer’s conclusions. A bad review is superficial, nasty, petty, self -serving, or
arrogant. It indulges the reviewer’s biases with no justification. It focuses
exclusively on weaknesses and offers no specific suggestions for improvement.