MUSTAQIL ISH

INTRODUCTION The practice of critical engagement with literary and academic texts constitutes a foundational pillar in the development of sophisticated analytical and communicative competencies, particularly within higher education curricula focused on reading and writing proficiency. In an increasingly information-saturated global landscape, the ability to discern, evaluate, and articulate informed perspectives on diverse textual forms is paramount for both academic success and professional efficacy. This thesis delves into the pedagogical utility and practical application of structured critical review assignments, specifically focusing on their role in fostering advanced literacy skills among students. The sustained engagement with varied textual modalities—ranging from excerpts of fictional narratives to professional academic articles and online discourse—cultivates a nuanced understanding of genre conventions, authorial intent, and rhetorical strategies, which are indispensable for navigating complex intellectual terrains. Despite the widely acknowledged importance of critical reading and writing, students frequently encounter challenges in transitioning from passive comprehension to active, analytical engagement. A significant gap often exists between theoretical instruction on critical analysis and its practical implementation in written form, particularly when tasked with synthesizing complex information and formulating persuasive arguments. This discrepancy manifests in difficulties in identifying salient points, evaluating evidence, constructing coherent critical arguments, and adhering to the conventions of academic discourse. The overarching problem addressed by this thesis is the need for a systematic and comprehensive approach to enhance students' critical literacy through a scaffolded series of analytical tasks. Consequently, the primary objective of this research is to explore the effectiveness of a multi-modal critical review framework, encompassing ...