Response-to-Response-to-LiteratureLiterature

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Response-to-Response-to-LiteratureLiterature

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Mrs. Terry DoMrs. Terry Do

Responding to Literature in Everyday Life

• You probably respond to literature in everyday life more often than you realize. You may have told a friend that a book is funny, boring, scary, etc. You may also have silently identified yourself with a character, or shared your views about a book with your teachers or friends.

• Responses to literature also appear in written form in everyday life. For example, your morning newspaper may contain a review of a new novel or collection of poetry. On-line, Web sites may be devoted to sharing readers’ responses to a particular author’s works or to a genre of literature.

• You, however, have to write responses to the books you read for your teachers.

What is response to literature? A response to literature is a reader’s

reaction to any aspect of a literary work. When you analyze the effectiveness of an

advertisement, the persuasiveness of a speech, the realism of a movie script, or the clarity of another type of writing, you are responding to literature.

What is a Response-to-literature Essay? A response-to-literature essay is an essay that

discusses what is of value in a book, short story, essay, article, or poem.

A response might retell the plot of an exciting story, explain why a poem is beautiful, or show disappointment with a writer’s latest play.

In a response-to-literature essay, you express the what, how, and why behind a piece of literature’s effect on you as a reader.

What should an effective response-to-literature essay do? It should analyze the content of a

literary work, its related ideas, or the work’s effect on the reader.

It should demonstrate a comprehensive grasp of the significant ideas of literary works.

It should focus on a single aspect of the work or gives an overall view of it.

What should an effective response-to-literature essay do? It should rely on evidence from the literary works

to support you opinions or viewpoint. It should demonstrate your awareness of the

author’s use of stylistic devices and an appreciation of the effects created.

It should identify and assess the impact of perceived ambiguities, nuances, and complexities within the text.

It should use a logical organization to convey ideas clearly.

Effective responses to literature show that you understand the important ideas

of the literary works you read; support your ideas with accurate and detailed

references to literary works; acknowledge the effects the author achieves

with stylistic devices; and critique the works’ ambiguities, nuance,

and complexities.

Example: from “Hamlet” by T.S. Eliot “Hamlet, like the sonnets, is full of some stuff

that the writer could not drag to light, contemplate, or manipulate into art. And when we search for this feeling, we find it, as in the sonnets, very difficult to localize.”

The characteristics of a response-to-literature essay

A strong, interesting focus on the significant ideas in a poem, story, essay, or other piece of literature

Accurate, detailed references to the text or other works for each main idea

The characteristics of a response to literature essay

References to personal and literary allusions, quotations, and other examples

An effective and logical organization that groups related details

A conclusion or an evaluation that sums up your response

Types of Responses to Literature

Literary interpretations show how literary elements combine to create a general effect in a work of literature.

Types of Responses to Literature

Critical reviews present an evaluation of a piece of writing, citing evidence in the work to support the reviewer’s opinions.

For example: the sample book review on Austin’s Pride and Prejudice (handout).

Types of Responses to Literature Character studies analyze the

actions, beliefs, behaviors, or motivations of one character in a literary work.

Example: Austen’s Sense and Sensibility

Example on character analysis

• On Sense and Sensibility by H. Hitchings– “The ‘sense’ and ‘sensibility’ of the

title are of course represented by the two Dashwood sisters. Marianne is the embodiment of sensibility, Elinor of sense. … Marianne’s highly evolved sensibility is reflected in the attention she pays to that most British of concerns, the weather. …By contrast, the practical Elinor finds this ‘passion for dead leaves’ bizarre.”

Types of Responses to Literature Comparisons of works of

literature compare two or more works of literature.

There are a few ways of comparisons of works of literature:

Comparisons of works of literature

These may discuss two works by one author, such as Jane Austin’s Pride and Prejudice and Sense and Sensibility, or Charles Dickens’s Great Expectations and David Copperfield),

Comparisons of works of literature

Or it may compare the works of two writers, such as the Bronté sisters.

Comparisons of works of literature

Or examine one literary element in several pieces of literature, such as poverty, romance, French Revolution, guilty conscience (by Chris Howell), etc.

On Charles Dickens by D. Pinching

“As such, Great Expectations had expectations of its own when it appeared between December 1860 and August 1861. With its tale of an orphaned boy it harked back to former success such as Oliver Twist and David Copperfield. …”

Let’s go to p. 916 (P.H. Platinum)

We are starting our writing workshop by Choosing a topic prewriting your thesis statement Finding details to support your

thesis

Prewriting - Choosing Your Topic Respond to the selected books from

10th grade reading list and focus on the character(s), the plot, the descriptive writing, or issues raised.

Prewriting - Choosing Your Topic Write down the names of characters in the

book about whom you have the most to say.

Review your list, and choose as your topic a character that you find most intriguing.

Now let’s practice

Read Edgar Allan Poe’s short story “The Tell-Tale Heart” on p. 45-47 in World Literature.

Prewriting - Narrowing Your Topic

To present an effective response that is clear to your readers, narrow your focus by finding a single point to address.

Make sure you have enough details to fuel your writing.

Now let’s practice

You are to respond to Poe’s “The Tell-Tale Heart” by writing a 3-paragraph essay.

Your introduction and conclusion paragraphs should contain 3-5 sentences each, and the body paragraph should have 5-8 sentences.

Please follow the given rubric.

Prewriting - Considering Your Purpose Whether you are responding to the

work of a well-known writer, providing an interpretation of a piece of literature that you have discovered, or writing for credit at school, include language and details that support your purpose.

Prewriting - Considering Your Purpose To praise: include concrete details to back

up your enthusiasm for the work. To analyze: support your interpretation with

evidence from the text. To show a personal response: make the

connection between your ideas, opinions, or experience and the writing you are addressing.

Prewriting - Gathering Details Find Details to Support Your Position

Gather details from the literature, such as examples, excerpts, and direct quotations.

Identify the main ideas you want to convey, and then return to the literature with a research goal: to find the proof.

Prepare a series of index cards with each main point written across the top. Underneath, put your notes on the details you gathered to support the point.

Louise Cowan on how to read a classic “one should read a classic with pencil in hand. Such a work is so dense and complex as to require its readers to participate in the unfolding of its thought. The very act of underlining and annotating serves to engage the reader in a conversation with the text. And afterwards, when the linear experience of reading is complete, one can easily scan back over the marked pages – and thereby fix their pertinent ideas firmly in the mind. This retrospection, in fact, is a necessity if one is to grasp these writings in any depth. …”

Gathering details about literary elements

Character When you analyze a character, find

evidence that shows the character’s actions, beliefs, and motivations.

Note other details, including the ways other characters respond to the character you discuss and any change you see.

For example: the young murderer’s character and his motivation for murder.

Let’s see another example

Example on character Example on character analysisanalysis

On On Sense and SensibilitySense and Sensibility by H. by H. HitchingsHitchings– ““The ‘sense’ and ‘sensibility’ of the title The ‘sense’ and ‘sensibility’ of the title

are of course represented by the two are of course represented by the two Dashwood sisters. Marianne is the Dashwood sisters. Marianne is the embodiment of sensibility, Elinor of sense. embodiment of sensibility, Elinor of sense. … Marianne’s highly evolved sensibility is … Marianne’s highly evolved sensibility is reflected in the attention she pays to that reflected in the attention she pays to that most British of concerns, the weather. …most British of concerns, the weather. …By contrast, the practical Elinor finds this By contrast, the practical Elinor finds this ‘passion for dead leaves’ bizarre.”‘passion for dead leaves’ bizarre.”

Gathering details about literary elements

Setting To provide an interpretation of the setting,

find words that describe time and place and note the mood or atmosphere the setting generates.

Let’s see the following example:

A Tale of Two CitiesA Tale of Two Cities byby C. C. DickensDickens

It was the best of times, it was the It was the best of times, it was the worst of times, it was the age of worst of times, it was the age of wisdom, it was the age of wisdom, it was the age of foolishness, it was the epoch of foolishness, it was the epoch of belief, it was the epoch of belief, it was the epoch of incredulity, it was the season of incredulity, it was the season of Light, it was the season of Darkness, Light, it was the season of Darkness, it was the spring of hope, it was the it was the spring of hope, it was the winter of despair, we had everything winter of despair, we had everything before us, we had nothingbefore us, we had nothing

A Tale of Two CitiesA Tale of Two Cities byby C. C. DickensDickens

before us, we were all going before us, we were all going direct to Heavendirect to Heaven, , we were all we were all going direct the other way … It going direct the other way … It was the year of Our Lord one was the year of Our Lord one thousand seven hundred and thousand seven hundred and seventy-five.seventy-five.

Gathering details about literary elements

Diction Locate examples of word choice by

considering the vocabulary level and formality of the language.

Also, evaluate the connotation or emotional meanings of the writer’s words.

Read the following example.

Great ExpectationGreat Expectation byby DickensDickens

““To five little stone lozenges, each about a To five little stone lozenges, each about a foot and a half long, which were arranged in foot and a half long, which were arranged in a neat row beside their grave, and were a neat row beside their grave, and were sacred to the memory of five little brothers sacred to the memory of five little brothers of mine – who of mine – who gave up trying to get a livinggave up trying to get a living exceedingly early exceedingly early in that universal strugglein that universal struggle – I am indebted for – I am indebted for a belief I religiously a belief I religiously entertainedentertained that they had all been born on that they had all been born on their backs with their hands in their their backs with their hands in their trousers-pockets, and had never taken them trousers-pockets, and had never taken them out in this state of existence.” (Chapter 1) out in this state of existence.” (Chapter 1)

Great ExpectationGreat Expectation byby DickensDickens

““My sister, Mrs. Joe Gargery, was more than My sister, Mrs. Joe Gargery, was more than twenty years older than I, and twenty years older than I, and had had established a great reputation with herself established a great reputation with herself and the neighbours because she had brought and the neighbours because she had brought me up ‘by hand.’me up ‘by hand.’ Having at that time to find Having at that time to find out for myself what the expression meant, out for myself what the expression meant, and knowing her to have a hard and heavy and knowing her to have a hard and heavy hand, and to be hand, and to be much in the habit of laying it much in the habit of laying it upon her husband as well as upon meupon her husband as well as upon me, I , I supposed that Joe Gargery and I were both supposed that Joe Gargery and I were both brought up by hand.” (Chapter 2)brought up by hand.” (Chapter 2)

Gathering details about literary elements

Sound Devices When analyzing poetry, address rhyme,

rhythm, and repetition. Note examples of figurative language – such as simile or metaphor – that create meaning.

For example …

Sound Devices Sound Devices examplesexamples

Robert Frost’s “Robert Frost’s “The Road Not Taken” ” (using symbols) (using symbols)

Alfred, Lord Tennyson’s “Alfred, Lord Tennyson’s “The Deserted House” (using metaphor ) ” (using metaphor ) and “The Oak” (using simile) and “The Oak” (using simile)

Edgar Allan Poe’s “Edgar Allan Poe’s “The Bell” (employing ” (employing sounds) sounds)

Robert Browning’s “Robert Browning’s “The Pied Piper of Hamelin” (rhyme and ” (rhyme and rhythm). rhythm).

Let’s look at some samples Please read the student models given to

you (Romeo and Juliet, Julius Caesar). Review the characteristics of an insightful

response to literature. The quotation from the play helps to

illustrate the character’s personality. The student follows a consistent point-by-

point organization. The student restated his thesis as well as

provided a new insight.

Your written assignment:

Write a response to literature essay on the book you have been reading: It can be a critical book review as shown on

p. 287 in your grammar book. It can be a character analysis as shown in

the given Student Model.

Your written assignment:

Your essay must have five paragraphs logically arranged in the three sections: Introduction: with thesis statementBody: three body paragraphs to support

thesis, lead by the topic sentences.Conclusion: restate thesis

Your written assignment:

Essay must be typed.Follow all MLA requirements.The due date for this essay is Sept. 13,

2006No late work is going to be

accepted.

Drafting – Developing a Thesis Statement

•Your draft should have a clear statement of the main idea, or thesis, you intend to develop.

What Is a Thesis Statement?

• A thesis statement is a one-sentence long statement in which the writer addresses the major points of his/her paper, in the order in which he/she will address them.

• A thesis statement includes the writer’s opinion regarding the subject, as well as clearly outlines for the reader what the paper will be about.

• A thesis statement never mentions the paper itself (for example, “this paper will discuss…”).

• A thesis statement never mentions the writer (for example, “in this paper I will talk about…”).

• A thesis statement never talks to the reader (for example, “you can see by this example…”).

Drafting – Developing a Thesis Statement

•Review your prewriting notes, looking for a single idea that brings together the ideas you’ve generated and the support you’ve gathered.

Draft a Thesis Statement

• The thesis statement is the main message of your essay, which you will support with various kinds of details.

• To come up with a thesis statement, review your notes, and answer the following:– Out of all that I have learned, the most

important point I would like to make about the book I read is ______________.

Drafting – Developing a Thesis Statement

•Write this as a single sentence. Use this sentence, your thesis statement, to direct the writing of your response to literature.

Sample Thesis Statements

Daphne du Maurier’s “The Birds” presents a gripping series of events to illustrate the unpredictability of nature.

In “One Ordinary Day, With Peanuts,” by Shirley Jackson, the main character is motivated by a wish to be kind to strangers.

Sample Thesis Statements

Even though it was written more than two thousand years ago, Homer’s epic the Odyssey presents a hero that today’s audiences can respect.

Sample Thesis Statements

The characters of Fitzgerald Darcy and Elizabeth Bennet not only show Miss Austen’s skill in creating realistic and captivating characters, but they symbolize the characteristics of pride and prejudice often found in early nineteenth century British society.

Sample Thesis Statements

The secret to success in the Christian life lies in the total commitment to the service of God.

Drafting - Organizing to Support Your

Ideas•Presenting your ideas in an

organized way helps you guide your readers in following your thoughts and ideas.

•Follow the following organization:

Drafting - Organizing to Support Your

Ideas• Introduction

– After an inspired lead that grabs your audience’s attention and links to your main idea, your introduction should meet three more expectations:• Identify the title and author of the work.• Offer a brief summary of the work you are

discussing.• State your thesis.

Let’s look at an example

Open your grammar book to p. 287. Read the introduction. Do you think the opening sentence is

grabbing your attention? Did she link to her main idea? Did she give a very brief summary? What is her thesis statement?

Let’s look at an example

Look the Student Model “Response to the Tragedy of Julius Caesar”

Read the introduction. Do you think the opening sentence is

grabbing your attention? Did he link to his main idea? Did he give a very brief summary? What is his thesis statement?

Note

Your response to literature should be evaluative or analytical, so avoid devoting too much attention to your summary.

The length and level of this summary should be appropriate to your intended audience’s needs.

Drafting - Organizing to Support Your

Ideas• Body Paragraphs

– Your development of a thesis is the main part of your essay.

– To build your thesis, offer several supporting ideas.

– Introduce each key idea in a new paragraph, and then use the details that you have gathered from the selection to support each idea.

Let’s look at an example

Open your grammar book to p. 287 again.

Read each body paragraph. Did she develop her thesis with each

of the body paragraphs? Did she provide supporting ideas? Did she address each new idea in a

different paragraph?

Let’s look at an example Look the Student Model “Response to

the Tragedy of Julius Caesar” again. Read each body paragraph. Did he develop his thesis with each of

the body paragraphs? Did he provide supporting ideas? Did he address each new idea in a

different paragraph?

Drafting - Organizing to Support Your Ideas

• Conclusion– Your conclusion should restate your

main ideas or make a final point. – You can also present something new,

such as your recommendation or opinion.

Let’s look at an example

Open your grammar book to p. 287 again.

Read the conclusion paragraph. Did she restate her thesis? Did she present new insight? Did she provide quotations? Is the

quotation effective?

Let’s look at an example

Look the Student Model “Response to the Tragedy of Julius Caesar” again.

Read the conclusion paragraph. Did he restate his thesis? Did he present new insight? Did he provide quotations?

Drafting - Providing Elaboration

• Since writing is not as interactive as conversation, you need to help your reader know what you mean by providing elaboration to develop your points.

• Instead of asking readers to trust your analysis, include specific examples from the text that illustrate your ideas.

Drafting - Providing Elaboration

• Include References to Support Your Thesis– Include citations from the literary

work to support the points you are making. These can include quotations of a character’s dialogue, an example of a specific literary element, or an excerpt from the work.

Consider these specific suggestions:

Quotations Include quotations to illustrate a

character’s attitude, a writer’s word choice, or an essay’s argument.

e.g. character’s attitude: Darcy, “She is tolerable, but she is not handsome enough to tempt me.” (Austen Pride and Prejudice)

Consider these specific suggestions:

More Quotations writer’s word choice: “I had never thought

of being ashamed of my hands before; but I began to consider them a very indifferent pair. Her contempt for me was so strong, that it became infectious, and I caught it.” (Dickens Great Expectation)

Consider these specific suggestions:

Examples Insert an example of a specific literary

element to enhance your analysis of a writer’s style.

e.g. Poe’s repetitions in “The Raven” and “The Bells”.

Consider these specific suggestions:

Paraphrases To develop a writer’s theme, discuss the

conflict, analyze the character, or restate key ideas from the literature in your own words.

Let’s look at an example by Andrea

Poe … produces rhythms and patterns that make the motion of the poem faster. To do this, Poe uses sets of three words that sound similar. For example, in the second stanza, Poe plays off the ending –ember with “remember/December/ember” and the ending –orrow with “morrow/borrow/sorrow.” To extend the movement of the rhythm, Poe also intertwines the rhymes of “floor/Lenore/evermore” to pull the stanza together. Throughout the poem, Poe provides this type of triple rhyme.

Revising Your Introduction and Conclusion Are your opening and closing paragraphs

frame your analysis? Do they present the main message of your

response? Does your closing paragraph match your

opening paragraph? If your answer is no to any of the above

questions, you need to revise to clarify your draft.

Revising Your Sentences Review Sentence Clarity

When you are adding quotations from literature to your own writing, the resulting sentences may be unclear.

To be sure your points are clear, review each sentence in your draft.

Make sure that each one is grammatically correct. A strategy for doing this is to circle all the

subjects and verbs.

Revising Your Sentences Revision Strategies

Circling Subjects and Verbs To evaluate the sentences in your draft, circle

the subjects and verbs in each sentence. Be sure that the subjects and verbs in each

sentence agree. Be especially wary of sentences whose

subjects and verbs are separated by modifiers, phrases, or clauses.

For example

Separated by a Phrase: The celebration, usually attended

by thousands, attracts intense media coverage.

Separated by a clause: The revelers, who have been here since

dawn, remain peaceful despite their number.

Grammar

Grammar p. 11-18 for commas. Grammar p. 41, 47-51 for fragments

and run-on sentences.

Revising Your Sentences Revision Strategies

Avoid generating confusion about who or what is being discussed.

Read your draft, and make sure that each sentence has a clear subject.

You may choose to replace pronouns with nouns to make the subjects of sentences more obvious.

Let’s read and do p. 76-77 in grammar.

Let’s Look at a Sample – introduction and conclusion

Introduction “In all tales, … characters at odds share some

personality traits. However, significant character traits often put them at odds.”

Conclusion “In the end, the similarities of two people do not amount

to a hill of beans in this world because all we see are the differences – the discrepancies, the conflict, the two noble, warrior Romans on opposite sides of the battlefield.”

Let’s Look at a Sample

Do you think the conclusion matches the introduction?

Let’s Look at a Sample

Revised conclusion “In the end, the obvious similarities of

these characters are not as important as their differences.”

Let’s Look at a Sample – subject clarity

Nonmodel “Cassius,

however, is opposed to him, not only politically but also personally, and is one of Julius’ least favorite people…”

Model “Cassius, however,

is opposed to Caesar, not only politically but also personally, and is one of Caesar’s least favorite people …”

Revising Your Paragraphs

Review Topical Paragraphs The topical, or body, paragraphs of your essay should

state, develop, and support a key idea. Ultimately, they should contribute to your thesis

statement. Each topical paragraph has a topic sentence that states an

idea. Other sentences in the paragraph should expand,

elaborate, highlight all the topic sentences in your draft, and then be sure that each idea is well supported.

Rubric for Self-Assessment

Criteria Rating ScaleNot very Very

How well have I covered the significant ideas of the piece?

1 2 3 4 5

Is my reaction well supported with accurate and detailed references to the text and other works?

1 2 3 4 5

Have I used personal and literary allusions, quotations, and other examples effectively?

1 2 3 4 5

How logical is the organization? 1 2 3 4 5

How effectively does the conclusion sum up my response?

1 2 3 4 5

Have FunHave FunHave FunHave Fun

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