Writing the Response-to-Literature (RTL)

Essay

Take exceptional notes of this information! This will help you

throughout all essay writing.

Seriously, take notes.

Start NOW!

Body Par. #1

Body Par. #2(optional)

Body Par. #3 (optional)

Concluding Paragraph

Intro. Paragraph with

thesis statement*

Start with an “attention grabber.” Mention the title of the novel and the author and add a couple focus sentences that lead to the thesis statement.

The thesis statement is a debatable claim or point

you wish to prove.

Introductory Paragraph -- Like a funnel, start with a broad connection to the topic and then hone in on your point (thesis).

Diagram

INTRODUCTORY PARAGRAPH: the first paragraph in your essay.

Attention Grabber (AG) -- a creative beginning, meant to catch your reader’s interestTitle and Author – use in the first couple sentences of your essayBackground/Set-up/Brief summary -- provides essential background about the literary work and prepares the reader for your major thesisThesis Statement -- a sentence or two in your first paragraph that presents your argument to the reader, usually at the end of the paragraph. It is a good idea to UNDERLINE this sentence(s).

Attention Grabber (AG): a creative beginning, meant to catch your reader’s interest. Ways of beginning creatively include the following:

1) A startling fact or bit of information 2) A snatch of dialogue between two characters 3) A meaningful quotation (from the work or

another source) 4) A universal idea5) A rich, vivid description of the setting 6) An analogy or metaphor

Attention Grabber (AG) Examples

• Rational. Intelligent. Pragmatic. These three words describe . . .

• The power of knowledge is a dangerous thing.

• The adage “walk[ing] in someone else’shoes” never made such an impression on a little girl until they were uttered to Scout.

Title & Author Sentence Example

• Rational. Intelligent. Pragmatic. These three words describe Atticus Finch, one the main characters and father of Scout and Jem Finch in Harper Lee’s novel, To Kill A Mockingbird.

Background/Set-up/Brief summary -- provides essential background about the literary work and prepares the reader for your major thesis

* Keep in mind that your audience (your teacher or classmate) has read the literature; however, they have not analyzed it in the same way you have.

* Keep your summary BRIEF! (no more than four sentences)

Background/Set-up/Brief summary Example

• In the novel, the Finch children learn a valuable lesson about racism and the prejudice ideals of others growing up in Maycomb, Alabama. Through a short few years, Jem and Scout become aware through the trial of Tom Robinson and the silent crucifixion of neighbor Boo Radley, that what their father has taught them about treating people fairly and with respect, is not always the manner everyone uses towards others during the south in the 1930’s.

THESIS STATEMENT: a sentence in your first paragraph that presents your argument to the reader, usually at the end of the paragraph* Note -- Some thesis statements are divided, hinting at what the two or three body paragraphs will be about.

THESIS STATEMENT Examples

Thesis statement:

Atticus was a good role model who conveyed moral ideals to live by for Jem and Scout.

Thesis statement (divided):

Atticus was a good role model for Jem and Scout because he taught them to respect all people regardless of their station in life, to walk in other’s shoes when doubtful of another person, and to be brave in the face of adversity.

Intro. Paragraph with

thesis statement*

Body Par. #1

Body Par. #2

(optional)

Body Par. #3 (optional)

Concluding Paragraph

Reason #1 discussed in this paragraph

Thesis with 3 major reasons

Reason #2 discussed in this paragraph

Reason #3 discussed in this paragraph

Final thoughts

BODY: the support paragraphs of your essay. These paragraphs contain supporting examples (textual evidence) and analysis or explanation (commentary) for your topic sentences.

Each paragraph in the body includes (1) a topic sentence/support thesis, (2) integrated evidence/examples, (3) commentary/explanation for evidence/examples, and (4) a concluding sentence.

How to Write an

Effective Body Paragraph

How to write an Effective Body Paragraph

• Blue is for Topic Sentences and Concluding Sentences (TS and CS)

• Red is for Evidence (E)

• Green is for (A/E) sentences.

Step 1: TOPIC SENTENCE

• A Topic Sentence (TS) is the top bun of a hamburger.

• TS = first sentence of the paragraph. It shows the main idea.• It identifies one aspect of the thesis and states a primary reason why the major thesis is true.

1) In the fairy tale “Cinderella,”

the main character feelsmistreated.

Example Topic Sentence (TS)

Step 2: EVIDENCE

• Textual Evidence (E) is the meat of the hamburger.

• Es = quoted passages or paraphrased facts from the story

• Es can’t be argued with—an E is evidence that supports your point!

More on Textual Evidence . . .

• a specific example from the work of literature used to provide evidence for your topic sentence and support your thesis.

• Evidence can be a combination of paraphrased and direct quotation from the work.

Example of Paraphrased Evidence (E)

2) For example, Cinderella must do all of the cooking and cleaning for her family.

Integrating Quotes using T-L-Q

• TRANSITIONAL/LEAD-IN: phrase or sentence that prepares the reader for textual evidence by introducing the speaker, setting, and/or situation.

Lead-in: Jem naively explains to Scout that

Quote: “grown folks don’t have hidin’ places” (54).

Transition: However,

*** QuoParPunc = Quotation Mark, Parentheses, Punctuation

T

L

Q

Step 3: ANALYSIS/EXAMINATION

• Analysis/Examination Sentences (A/E) are the “extras” on the hamburger—the tomato, cheese, lettuce, mayo—they make it delicious!

• Analysis/Examination tells the reader what the author of the text means AND/OR how the evidence proves the topic sentence and supports the thesis.

• A/Es = your analysis, interpretation, explanation, argument, reflection, or insight into the text.

Example Analysis(2 A/Es)

3) These chores keep her isolated and friendless. 4) The stepmother is thus able to give Cinderella even more work, which prevents her from going to the ball.

Tips for Writing Analysis/Examination (A/E)

These sentence starters put the writer into commentary-mode:•This shows . . .•This is because . . .•This means . . .•This reveals . . .•This illustrates . . .•This highlights the difference between . . .

**Note: As you become a more sophisticated writer, you will not need these starter words.

Step 4: CONCLUDING SENTENCE

• A concluding sentence (CS) is the bottom bun of the hamburger.

• It concludes the paragraph by tying the evidence and analysis back to the topic sentence and/or thesis statement.

•A CS wraps up the paragraph. It rephrases the main idea.

Example Concluding Sentence (CS)

5) Therefore, Cinderellafeels abused by the verypeople who are supposed tolove her.

TS, E, A/E, CS—Now What?

• CHUNKS

In English, we will mostly use a combination (or “ratio”) of 1:2. That is, for every 1 E, you will have 2 A/Es.

A combination of Es and A/Es is called a “chunk.”

One Chunk: 1 E + 2 A/E

For example, Cinderella must do all of the cooking and cleaning for her family. These chores keep her isolated and friendless. The stepmother is thus able to give Cinderella even more work, which prevents her from going to the ball.

Ratio = 1:2

LET’S EAT!

Now you know how to write a one-chunk paragraph!

Let’s read it all together:

Step 6: A Whole Paragraph

In the fairy tale “Cinderella,” the main character feels mistreated. For example, Cinderella must do all of the cooking and cleaning for her family. These chores keep her isolated and friendless. The stepmother is thus able to give Cinderella even more work, which prevents her from going to the ball. Therefore, Cinderella feels abused by the very people who are supposed to love her.

Concluding Paragraph – reverse funnel: go from specifics toa broader, universal statement.

Echo your major thesis

without repeating words verbatim.

Then, broaden from the thesis to answer the “so what?” question for your reader.

Reflect on how your topic relates to the book as a whole, give your opinion of the novel’s significance, or connect back to your creative opening. It should relate to all people and thus, be universal.