Summary Response Essay Format

Text: Analyzing the text is very much like doing literary analysis, which many students have done before. Use all of your tools of literary analysis, including looking at the metaphors, rhythm of sentences, construction of arguments, tone, style, and use of language. Example:

The organization of "essay title" is effective/ineffective because ___________ . The essay's opening causes the reader to ___________ . The essay's style is ___________ and the tone is shown by ___________ . The language used is___________ . The essay's argument is constructed logically/illogically by ___________. The essay is organized by ___________ (give a very brief description of the structure of the essay, perhaps telling where the description of the problem is, where claims are made, and where support is located—in which paragraphs—and why this is effective or ineffective in proving the point).

Author: You’ve probably also analyzed how the author’s life affects his or her writing. You can do the same for this sort of analysis. For example, in my sample reading the response about Michael Crichton's "Let's Stop Scaring Ourselves" article, students noted that the fact that Crichton is the author of doomsday thrillers like Andromeda Strain and Jurassic Park makes his argument that we shouldn't pay much attention to current doomsday scenarios like global warming rather ironic. If you don't know anything about the author, you can always do a quick Google Search to find out. Sample format:

The author establishes his/her authority by ___________ . The author's bias is shown in ___________ . The author assumes an audience who ___________ . He/She establishes common ground with the audience by ___________ .

Reader: You can write this section by inferring who the intended reader is, as well as looking at the text from the viewpoint of other sorts of readers. For example,

Readers are interested in this issue because of the exigence of ___________. Constraints on the reader's reaction are ___________. I think the reader would react to this argument by ___________. I think that the author's ___________ is effective. ___________ is less effective because ___________ includes ___________. The support is adequate/inadequate and is relevant/irrelevant to the author’s claim.

LEO: Literacy Education Online

Writing a Reaction or Response Essay


Reaction or response papers are usually requested by teachers so that you'll consider carefully what you think or feel about something you've read. The following guidelines are intended to be used for reacting to a reading although they could easily be used for reactions to films too. Read whatever you've been asked to respond to, and while reading, think about the following questions.

  • How do you feel about what you are reading?
  • What do you agree or disagree with?
  • Can you identify with the situation?
  • What would be the best way to evaluate the story?

Keeping your responses to these questions in mind, follow the following prewriting steps.


Prewriting for Your Reaction Paper

The following statements could be used in a reaction/response paper. Complete as many statements as possible, from the list below, about what you just read.

My Reaction to What I Just Read Is That . . .

I think that

I see that

I feel that

It seems that

In my opinion,

Because

A good quote is

In addition,

For example,

Moreover,

However,

Consequently,

Finally,

In conclusion,

What you've done in completing these statements is written a very rough reaction/response paper. Now it needs to be organized. Move ahead to the next section.


Organizing Your Reaction Paper

A reaction/response paper has an introduction, a body, and a conclusion.
  • The introduction should contain all the basic information in one or two paragraphs.

    Sentence 1:This sentence should give the title, author, and publication you read.

    Sentence 2, 3, and sometimes 4:

    These sentences give a brief summary of what you read (nutshell)
    Sentence 5:This sentence is your thesis statement. You agree, disagree, identify, or evaluate.


  • Your introduction should include a concise, one sentence, focused thesis. This is the focused statement of your reaction/response. More information on thesis statements is available.
  • The body should contain paragraphs that provide support for your thesis. Each paragraph should contain one idea. Topic sentences should support the thesis, and the final sentence of each paragraph should lead into the next paragraph.

    Topic Sentence
    detail -- example --quotation --detail -- example -- quotation -- detail -- example -- quotation -- detail -- example --quotation
    Summary Sentence


    You can structure your paragraphs in two ways:

    OR

    Author
    in contrast to
    You

  • The conclusion can be a restatement of what you said in your paper. It also be a comment which focuses your overall reaction. Finally, it can be a prediction of the effects of what you're reacting to. Note: your conclusion should include no new information.

    More information on strategies for writing conclusions is available.


Summary

In summary, this handout has covered prewriting and organizing strategies for reaction/response papers.
  • Prewriting
    • Read the article and jot down ideas.
    • How do you feel about what was said?
    • Do you agree or disagree with the author?
    • Have you had any applicable experience?
    • Have you read or heard anything that applies to this what the writer said in the article or book?
    • Does the evidence in the article support the statements the writer made?
  • Organizing
    • Write the thesis statement first.
    • Decide on the key points that will focus your ideas. These will be your topic sentences.
    • Develop your ideas by adding examples, quotations, and details to your paragraphs.
    • Make sure the last sentence of each paragraph leads into the next paragraph.
    • Check your thesis and make sure the topic sentence of each paragraph supports it.

Return to the Write Place Catalogue

For questions and suggestions, please e-mail us at leolink@stcloudstate.edu.


© 1995, 1996, 1997, 1998, 1999 The Write Place

This handout was written by Kathleen Cahill and revised for LEO by Judith Kilborn, the Write Place, St. Cloud State University, St. Cloud, MN, and may be copied for educational purposes only. If you copy this document, please include our copyright notice and the name of the writer; if you revise it, please add your name to the list of writers.

URL: http://leo.stcloudstate.edu/acadwrite/reaction.html

Updated: 6 April 1999


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