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How to Create an Effective Thesis Statement for Your Media Response Essay?

If you’re scratching your head, wondering what on earth a media response essay is, fear not! We will break it down for you in the simplest terms. A media response essay is all about analyzing and responding to various media sources, like articles, videos, or even podcasts. So, if you’ve ever watched a thought-provoking documentary or read an eye-opening news article, you’ve come across potential material for your media response essay!

Now, here comes the real game-changer—the thesis statement! Think of it as the heart and soul of your essay. Just like a map guides you on a road trip, a well-crafted thesis statement keeps your essay on track, focused, and ready to tackle the media source you’re analyzing.

But hang on, we’re not going to throw you into the deep end without a lifebuoy! In this blog, we will walk you through the whole process, from understanding what makes a strong thesis statement to actually creating one that will make your essay stand out like a star in the night sky.

So, buckle up and get ready to embark on this exciting journey of mastering the art of crafting a thesis statement for your media response essay. Let’s dive right in!

Table of Contents

Understanding the Media Response Essay

Before we delve into the core of thesis statements, let’s ensure we’re all on the same page regarding media response essays. These types of essays aren’t about binge-watching your favorite shows (although that sounds like a blast!). Rather, they entail analyzing and responding to media sources like articles, videos, or even podcasts.

And you know what? The secret sauce to a stellar media response essay lies in your thesis statement. Yep, that’s right! Your thesis statement is like the superhero of your essay—it saves the day by guiding your writing in the right direction and keeping it focused.

In this blog, brought to you by our reliable essay writing service , we will uncover the secrets of crafting a winning thesis statement for your media response essay.

Characteristics of a Strong Thesis Statement

So, what makes a thesis statement super strong? Well, let’s break it down in simple terms. So, when writing a Media Response Essay, ensure that your thesis statement possess the following characteristics:

• Conciseness and Clarity:

When it comes to crafting your thesis statement, let’s avoid beating around the bush, shall we? Keep it clear and to the point! There is no need for fancy jargon or confusing language in your thesis statement. Simple and straightforward is the way to go. Let’s aim for a thesis statement that everyone can easily understand and grasp without any unnecessary fluff. So, let’s steer clear of the wordy paths and head straight to a concise, impactful thesis statement that gets your message across effectively.

• Specificity:

When it comes to your thesis statement, one crucial tip is to avoid being vague. Let’s steer away from uncertainty and embrace clarity! Instead of leaving your readers scratching their heads, be crystal clear and specific about what you’re going to discuss in your essay. Provide a clear direction and purpose, like a guiding light, so that your readers can easily follow your train of thought. Remember, the more specific and precise you are, the easier it becomes for your audience to understand your message and connect with your ideas. So, let’s wave goodbye to vagueness and say hello to a well-defined thesis statement that leaves no room for confusion!

Let’s talk about the incredible power of discussion when it comes to your thesis statement! Embrace it with open arms, for it can work wonders. A great thesis statement has this amazing ability to spark debates and ignite the gears of thought in people’s minds. Imagine it as the ultimate icebreaker at a party, breaking the initial awkwardness and getting everyone engaged in lively conversations.

When your thesis statement packs this kind of punch, it not only captures your readers’ attention but also encourages them to ponder and explore the ideas you present. It is like setting off a chain reaction of curiosity and intellectual exchange, drawing people into your essay’s world. So, let’s unleash the power of a compelling thesis statement that not only informs but also invites discussion and exploration. Get ready to captivate your audience with a thesis statement that leaves a lasting impression!

• Connection to the Media Source:

Let’s talk about the beautiful bond between your thesis statement and the media source in your essay. They should be like two peas in a pod, linked and inseparable. What this means is that your thesis statement should have a strong connection with the media source you’re analyzing. Think of it as a powerful duo, working hand in hand to bring clarity and focus to your essay.

When your thesis statement and the media source are in sync, it is like music to the reader’s ears. They can see the harmony between the two, and it makes your essay more compelling and convincing. So, let’s strive for that perfect harmony, where your thesis statement and the media source dance together gracefully, enhancing the impact of your essay. With this strong connection, your essay will shine like a beacon of insight and understanding, leaving a lasting impression on your readers.

Step-by-Step Guide to Crafting Your Thesis Statement

Now, let’s get to the good stuff—how to create a killer thesis statement! Hence, when writing a Media Response Essay, ensure that your thesis statement follows every step of this guide;

• Understand the Media Source:

The first step is to delve deep into the media source you’ve selected for your essay. It could be an interesting article, a thought-provoking video, or an inspiring podcast—whatever it is, dive right in! Take the time to fully immerse yourself in it, absorbing all its details.

As you do this, focus on understanding the main theme, message, and arguments presented by the media source. This is like laying the foundation for your essay. By doing this essential groundwork, you will gain valuable insights that will help you craft a thesis statement that truly connects with the core of the media source.

• Identify the Main Argument:

Once you’ve fully grasped the essence of the media source you’re analyzing, shift your attention to identifying its core argument or message. Take a moment to ask yourself, “What is the main point the media source is trying to convey?” Dive deep and pinpoint that central idea that stands out and holds your attention firmly. Always keep in mind that your thesis statement should act like a powerful spotlight, illuminating and showcasing this main argument throughout your entire essay. By doing so, your essay writing service ensures that your readers gain a clear and focused understanding of the media source’s key message.

• Make it Concise and Clear:

Now that you have the core of the media source in mind, it is time to craft your thesis statement. Keep it short, sweet, and crystal clear. Avoid overwhelming your readers with lengthy sentences or confusing language. Instead, aim for a thesis statement that succinctly expresses your main argument in a way that anyone can grasp effortlessly. Think of it as the “elevator pitch” of your essay—delivering your message succinctly and convincingly.

• Be Specific and Precise:

Embrace the power of specificity! Your thesis statement is like a well-crafted roadmap, guiding your readers on a smooth journey through the twists and turns of your essay. Say goodbye to vague statements that leave your readers scratching their heads, wondering what your essay is truly about. Instead, let’s be crystal clear and precise about the points we want to discuss in our essay.

Think of your thesis statement as a guiding star that provides a strong sense of purpose and direction. By being specific and to the point, we help our readers understand exactly what our essay is all about. This clarity not only makes our thesis statement more impactful but also keeps our essay focused and organized. So, let’s dive into the magic of specificity and craft thesis statements that leave no room for confusion.

• Incorporate Critical Analysis:

Let’s talk about what makes a standout thesis statement truly exceptional! It is not just a plain statement of fact, but rather, it acts as a springboard for critical thinking. Think of it as a powerful tool that allows you to showcase your unique perspective and insight into the media source you’re analyzing.

So, how do you achieve this level of greatness in your thesis statement? It’s all about infusing it with a touch of analysis! Dive deep into the media source’s main argument and explain why it matters. Show your readers how this argument impacts your understanding of the topic at hand. By doing so, you’re not merely stating the obvious; you’re delving into the intricacies and significance of the media source’s message.

When you incorporate critical analysis into your thesis statement, you take your essay to a whole new level of depth and sophistication. You go beyond the surface and provide your readers with thought-provoking insights and interpretations. This is where your essay truly shines—bringing fresh perspectives and stimulating discussions.

With these step-by-step guidelines, you’re well-equipped to craft an exceptional thesis statement for your media response essay. Remember, your thesis statement is the lighthouse that guides your essay’s journey, so ensure it is compelling, clear, and connected to the heart of the media source.

Dos and Don’ts of Thesis Statement Writing

Hold on, we’re not done yet! Let’s go over some essential dos and don’ts to ensure your thesis statement shines bright like a diamond.

Do State Your Main Argument Boldly and Confidently: Don’t hold back! Express your main argument in a clear and assertive manner. Your thesis statement is like the beacon that shines brightly, guiding your readers through the heart of your essay. So, be confident in your stance and let your main argument take center stage.

Do Make It Crystal Clear and Easy to Understand: Simplicity is key! Avoid using complex language or convoluted phrases. Instead, choose words that everyone can comprehend effortlessly. Your thesis statement should be like a well-lit pathway that leads your readers smoothly through your essay’s ideas.

Do Spark Curiosity and Encourage Discussion: Let your thesis statement ignite the spark of curiosity in your readers’ minds. Invite them to ponder and explore the implications of your main argument. Embrace the power of thought-provoking statements that spark meaningful discussions and engage your audience.

Don’ts:

Don’t Be Uncertain: Steer clear of vague and indecisive language in your thesis statement. Ambiguity can leave your readers feeling puzzled and uncertain about your essay’s direction. Instead, aim for clarity and conviction, presenting a thesis statement that exudes confidence.

Don’t Lose Focus: Stay on track! Avoid wandering away from your main argument or introducing irrelevant points in your thesis statement. Keep it laser-focused on the core message you want to convey to your readers.

Don’t Be Afraid to Take a Stance: Embrace the power of a strong and well-defined stance in your thesis statement. Don’t shy away from expressing your perspective on the media source’s main argument. Your thesis statement should showcase your insights and provide a clear position on the topic.

Examples of Effective Thesis Statements for Media Response Essays

Let’s check out some real-life examples to see everything we’ve learned in action:

• Example # 1: “In the thought-provoking documentary ‘Climate Crisis: Unearthed Truths,’ the filmmakers present a compelling argument for urgent climate action, highlighting the dire consequences of inaction on future generations.”

This thesis statement hits the bullseye when it comes to clarity and specificity. It clearly identifies the media source being analyzed—a documentary titled ‘Climate Crisis: Unearthed Truths.’ The statement goes beyond merely stating the subject matter and delves into the central argument of the documentary—the urgent need for climate action. Additionally, it highlights the impact of inaction on future generations, making it a thought-provoking and compelling thesis statement. By incorporating critical analysis, this example gives readers a glimpse of what to expect in the essay and sets the stage for a compelling discussion on climate change.

• Example # 2 : “Through a poignant blend of storytelling and visuals, the article ‘Voices from the Pandemic’ sheds light on the resilience and solidarity within communities during challenging times.”

This thesis statement stands out for its eloquence and vivid description. It highlights the media source—an article titled ‘Voices from the Pandemic.’ The use of the term “poignant blend of storytelling and visuals” captures the essence of the article’s style and sets the tone for a touching narrative. The central argument focuses on the resilience and solidarity within communities during difficult times—a theme that strikes an emotional chord. This thesis statement gives readers a sense of the article’s emotional impact and hints at the inspiring stories readers will encounter in the essay.

In both examples, the thesis statements are concise yet impactful. They provide a clear direction for the essays, showcasing the central arguments of the media sources being analyzed. Additionally, they hint at the broader themes explored in the essays—climate change and community resilience during the pandemic—making readers eager to delve deeper into the discussions.

These effective thesis statements serve as a preview of the essay’s content, enticing readers to embark on a thought-provoking journey of exploration and critical analysis. They show the power of a well-crafted thesis statement in guiding the essay’s focus and engaging readers from the very beginning. So, let these examples inspire you to create your own compelling thesis statement that leaves a lasting impression on your audience!

There you have it! Congratulations on becoming an expert in crafting thesis statements for media response essays. Keep in mind that a strong thesis statement serves as the backbone of your essay, giving it a clear direction and purpose. So, take this newfound knowledge you’ve acquired and let your thesis statements shine brilliantly in your writing! When writing a Media Response Essay, ensure that your thesis statement follows everything that we have explained in the blog.

Feeling a bit overwhelmed or need some extra assistance with your media response essay or any other academic writing? No worries! Essay Basics has got you covered. Our essay writing service team is here to come to the rescue. Do not hesitate to reach out to us, and together, we will tackle your essays with superhero-like efficiency—ensuring you navigate your academic journey with confidence and ease! Essay Basics puts customer satisfaction as our main priority. So, if you need a thesis statement or even a media essay response, you can always reach out to us!

Now, go ahead and create those outstanding thesis statements that will make your essays stand out from the crowd. And at any moment, if it gets overwhelming for you, you know where to find us!

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How To Compose A Decent Media Response Essay Effortlessly

A response essay is a type of academic assignment that requires you to read some text or watch some video material and give your response to it. If you’re instructed to write a media response paper, you may write about something that you’ve read in a newspaper, watched on television, or heard on the radio. If you’ve never come across such tasks, you should read the tips below in order to learn how to deal with them.

• Select a topic.

It’s advisable to choose some article or report that really grabbed your attention. This way, you won’t need to pretend to form an opinion on it. It’ll be easier for you to express your thoughts and come up with good arguments. Moreover, you’ll probably write with the great enthusiasm which is always good for your final score.

• Formulate your thesis.

Your paper should have a purpose. You’ll either support the author of the chosen article (book, movie, report, etc.) or try to prove their fallacy. You should compose a clear thesis statement before you start writing your custom essay online in order to connect all your arguments and points to a single idea.

• Come up with your arguments.

In the body of your paper, you’ll have to support your main idea with decent arguments. You should base them on your own opinion and on the text of your source. Make sure to select arguments that can be explained by demonstrating exact citations from the text.

• Structure your essay.

Don’t write your paper without making its outline first. If you follow an outline when composing your essay, its structure will be solid and all the important information will be given. You should divide your text into three main sections: introduction, body, and conclusion. Briefly indicate in your outline what exactly you’re going to write in each section.

• Write your essay.

Start your paper with an informative introduction that describes the topic of your work and presents your thesis statement. Continue with body paragraphs that list your arguments supported by strong evidence. In the conclusion, make a summation of your point by restating your thesis and topic sentences.

• Revise your essay.

You should look through your text several times and get rid of mistakes that you spot. To reduce the risk even more, you may give your paper to somebody else for proofreading.

If you earn bad grades for your academic assignments you may use the services of this company. They’ll provide you with high-quality custom written essays.

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How to write a response essay., carla johnson.

• June 13, 2023
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A response essay is an important part of academic writing because they give students a chance to think about the ideas and arguments in a text and give their own thoughts and opinions on the subject. Response essays are different from other types of essays because students not only have to summarize the text, but also analyze and evaluate it in a critical way.

These essays are important because they help students learn how to think critically, improve their writing skills, and deal with complicated ideas and arguments. In this article, we’ll talk about how to write response essays and give students tips, examples, and ideas for topics to help them learn this important skill.

In this article, readers will learn what response essays are, how to write a good response essay, and what kinds of topics are good for this type of assignment. By the end of this article, readers will know exactly what it takes to write a good response essay and have the tools and knowledge they need to confidently take on this type of assignment.

What You'll Learn

What is a Response Essay?

In a response essay, the writer talks about how they feel about a certain text, article, or book. The goal of a response essay is to analyze the text critically and share the writer’s thoughts and opinions about the topic.

Response essays are different from argumentative and expository essays in that the writer must give their own opinion on the topic. Even though a summary of the text is often part of a response essay, it is not the main point.

An introduction, body paragraphs, and a conclusion are the most important parts of a response essay. The introduction should give background information about the text and include a thesis statement that shows the writer’s opinion about the text. The writer’s argument should be backed up by evidence and examples from the text in the body paragraphs. The conclusion should restate the essay’s main points and give a final opinion on the text.

Elements of a Response Essay

To write an effective response essay, it is important to include several key elements in the essay . These include:

Introduction: The introduction should provide background information on the text, including the author, title, and publication date. It should also include a thesis statement that expresses the writer’s opinion about the text.

Body Paragraphs: The writer’s argument should be backed up by evidence and examples from the text in the body paragraphs. It’s important to think critically about the text and give specific examples to back up the writer’s ideas and opinions. Each paragraph in the body should be about a different part of the text, and the writer should use transitions to link the paragraphs and keep the flow of ideas smooth.

Conclusion: The conclusion should summarize the main points of the essay and provide a final opinion on the text. It should not introduce any new ideas or information, but rather provide closure for the reader and reinforce the writer’s thesis statement .

Thesis Statement: The thesis statement is a critical component of a response essay, as it expresses the writer’s opinion on the text. The thesis statement should be clear, concise, and focused on the main argument of the essay. It should provide a roadmap for the reader and guide the writer’s analysis and evaluation of the text.

Evidence and Examples: In a response essay, the writer’s argument needs to be backed up by evidence and examples from the text. The writer should back up their ideas and thoughts with specific examples and quotes from the text. It is important to think carefully about the evidence and explain how it backs up the writer’s argument .

Writing a response essay means carefully analyzing and judging a piece of writing, as well as being able to say what you think and feel about it. By including the key points talked about in this article, writers can effectively communicate their ideas and make sense of complicated texts.

Don’t forget to use clear, concise language, give specific examples and proof, and stick to the main point of your essay . With these tips, writers can learn how to write response essays and effectively respond to academic texts in their writing.

How to Write a Response Essay

Writing a response essay can be a challenging task, but it can also be a rewarding one. Here is a step-by-step guide to writing a response essay:

Before you start writing your response essay, it is important to read the text carefully and take notes on important ideas and concepts . Consider the main argument of the text and evaluate the evidence and examples used to support it. Think about your own experiences and opinions on the subject matter and how they relate to the text.

Once you’re done with your planning, you can start writing your response essay. Start with an introduction that tells what the text is about and includes a clear thesis statement that shows what you think about it. Use body paragraphs to analyze and evaluate the text critically , using evidence and examples from the text to support your arguments. Use transitions between paragraphs to make sure the ideas flow smoothly. Finish with a summary of your main points and your final thoughts on the text.

After you finish the first draft of your essay, you should go back and fix any mistakes. Read your essay carefully , making sure there are no spelling or grammar mistakes and that it makes sense. Think about how your essay is put together and make any changes you need to make sure your argument is clear and well-supported. It’s important to follow a clear and logical format when setting up and organizing your response essay. Start with an introduction that gives background information about the text and a thesis statement that is clear and focused. Use the body paragraphs to back up your thesis statement with evidence and examples from the text, and make sure to use clear, concise language. Use transitions to link your paragraphs and keep your ideas moving smoothly. Finish with a summary of your main points and your final thoughts on the text. When writing a response essay, common mistakes to avoid include summarizing the text instead of analyzing and evaluating it, not giving specific examples and evidence to back up your arguments, and not revising and editing your essay carefully .

Response Essay Examples

Here are 10 fascinating response essay examples from different academic fields:

1. The Impact of Social Media on Teenagers” by Jane Smith

2. “The Role of Art in Society” by John Doe

3. “The Ethics of Genetic Engineering” by Sarah Johnson

4. The Importance of Education in Developing Countries” by Michael Brown

5. The Significance of the Civil Rights Movement” by Angela Davis

6. “The Future of Renewable Energy” by David Lee

7. The Effects of Climate Change on Marine Life” by Rachel Wilson

8. The Impact of Technology on Human Relationships” by Emily Jones

9. “The Role of Women in Politics” by Susan Lee

10. The Importance of Cultural Diversity in the Workplace” by Maria Hernandez

Each of these response essay examples provides a clear and focused thesis statement that expresses the writer’s opinion on the subject matter. The body paragraphs use specific examples and evidence from the text to support the arguments, and the conclusion summarizes the main points of the essay and provides a final opinion on the subject.

For example, in “The Ethics of Genetic Engineering” by Sarah Johnson, the thesis statement is clear and focused: “Genetic engineering poses ethical dilemmas that must be carefully considered before any scientific advances are made.” The body paragraphs provide specific examples and evidence to support this argument, such as the potential for genetic discrimination and the unknown long-term effects of genetic engineering. The conclusion summarizes the main points of the essay and provides a final opinion on the subject, emphasizing the need for caution and ethical considerations in genetic engineering.

Readers can use these examples to learn how to write effective response essays in their own academic fields. They can also analyze the key features of each example, such as the use of specific examples and evidence to support the argument, and use these techniques in their own writing. By learning from these examples, readers can become skilled response essay writers and effectively engage with complex texts in their academic writing.

Response Essay Topics

Here are 50 response essay topics that are sure to impress your professors:

1. The Impact of Social Media on Mental Health

2. The Ethics of Animal Testing

3. The Role of Government in Healthcare

4. The Effects of Climate Change on Agriculture

5. The Importance of Diversity in the Workplace

6. The Role of Art in Society

7. The Impact of Technology on Education

8. The Ethics of Cloning

9. The Significance of the Civil Rights Movement

10. The Future of Renewable Energy

11. The Effects of Immigration on the Economy

12. The Role of Women in Politics

13. The Impact of Video Games on Youth

14. The Ethics of Capital Punishment

15. The Importance of Voting Rights

16. The Effects of Globalization on Culture

17. The Role of Religion in Society

18. The Impact of Technology on Human Relationships

19. The Ethics of Stem Cell Research

20. The Significance of the Women’s Suffrage Movement

21. The Future of Space Exploration

22. The Effects of Social Media on Politics

23. The Role of Education in Reducing Poverty

24. The Importance of Mental Health Awareness

25. The Impact of Artificial Intelligence on the Job Market

26. The Ethics of Euthanasia

27. The Significance of the American Revolution

28. The Future of Self-Driving Cars

29. The Effects of Income Inequality on Society

30. The Role of Media in Shaping Public Opinion

31. The Impact of COVID-19 on Education

32. The Ethics of Gene Editing

33. The Importance of Free Speech in Democracy

34. The Effects of Technology on Privacy

35. The Role of Sports in Society

36. The Impact of Climate Change on Public Health

37. The Ethics of Cybersecurity

38. The Significance of the Industrial Revolution

39. The Future of Artificial Intelligence in Healthcare

40. The Effects of Social Media on Body Image

41. The Role of Animal Rights in Society

42. The Importance of Cultural Diversity in the Workplace

43. The Impact of Technology on Mental Health

44. The Ethics of Abortion

45. The Significance of the Women’s Rights Movement

46. The Future of Green Energy

47. The Effects of Immigration on Cultural Identity

48. The Role of Music in Society

49. The Impact of Technology on Privacy

50. The Ethics of Human Cloning

Each of these topics is interesting and important, providing ample opportunity for critical analysis and evaluation. They cover a broad range of subjects, including social issues, technology, ethics, history, and the environment . By choosing one of these topics for your response essay, you can demonstrate your knowledge and expertise in the subject matter and engage with complex ideas and arguments.

Frequently Asked Questions

1. what is the difference between a response essay and a summary.

A response essay requires critical analysis and evaluation of a text, while a summary simply provides a brief overview of the text. In a response essay, the writer provides their own opinions and thoughts on the text, while in a summary, the writer remains objective and simply summarizes the main points of the text.

2. What is the appropriate tone for a response essay?

The tone for a response essay should be professional and objective, while also expressing the writer’s personal opinions and thoughts. It is important to remain respectful and avoid using emotional language, while also conveying a sense of passion and engagement in the subject matter.

3. What are some tips for writing a strong conclusion for a response essay?

A strong conclusion for a response essay should summarize the main points of the essay and provide a final opinion on the text. It should also provide closure for the reader and reinforce the writer’s thesis statement. To write a strong conclusion, it is important to avoid introducing any new ideas or information and to end on a strong and memorable note.

Response Essay Outline and Structure

A clear and logical structure is essential for writing an effective response essay. Here is a sample response essay outline:

I. Introduction

A. Background information on the text

B. Thesis statement

II. Body Paragraph 1

A. Topic sentence

B. Evidence and examples from the text

C. Analysis and evaluation of evidence

III. Body Paragraph 2

IV. Body Paragraph 3

V. Conclusion

A. Summary of main points

B. Final opinion on the text

This outline can be customized for different topics and purposes by adjusting the number of body paragraphs and the amount of evidence and analysis required for each paragraph. For example, a more complex topic may require additional body paragraphs with more evidence and analysis, while a simpler topic may only require two or three body paragraphs.

Transitions are also important for maintaining a clear and logical structure in a response essay. Transitions help to connect the paragraphs and ensure a smooth flow of ideas. Some effective transition words and phrases to use in a response essay include “furthermore,” “in addition,” “however,” “on the other hand,” and “finally.”

In conclusion, response essays are an important part of academic writing that require critical analysis and evaluation of a particular text. To write an effective response essay, it is important to include key components such as an introduction, body paragraphs, and a conclusion. It is also important to use a clear and logical structure, including transitions between paragraphs, to ensure that the essay is easy to read and understand.

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Consider a sampling of the things we might be asked to respond to--an individual event, experience, or feeling; a series of events, experiences, or feelings; a person or several persons; objects, attitudes, trends, art, film, literature, historical artifact, cultural practice-and this is just a beginning. All of these, for purposes of our discussion here, can be thought of as "texts" to be responded to and all of them can provide occasion for the writing of a response essay.

Consider the range of texts that might be grounds for a response assignment, and remember, this is just a sampling.

Primary documents from any period, a moment from history, the biography of an historical figure, an artifact, an autobiography.

Literature and Art

A novel, short story, poem, essay, book, a passage from any piece of literature, a book review, literary criticism, a specialized lexicon, biography, autobiography; any art object, any criticism of an art object, a series of objects by an individual artist.

Film or Theater

A feature-length film, a full theater production, a one-woman show, a commercial advertisement, a clip, an individual performance within film or theater, stage features: scenery, lighting, costuming, etc.

A case study, an observation of a subject, an interview with a subject, a testing procedure, a developmental model, a treatment model, developmental transitions, group practices, individual practices, a statistical analysis.

A cultural practice or tradition, cultural norms or taboos, a case study, an ethnography, a rite of passage, funereal or baptismal practices-rituals, games and play, group processes.

Political Science

A Supreme Court ruling, a political speech, a demonstration, role of the media in public life, definitions in constitutional issues such as the definitions of "obscenity" and "pornography".

Lab report, household experiment, biography of a scientist, history of a scientific notion, lay writings on technical topics, funding sources for research, experimental procedures, science and culture interface/overlap, breakthroughs and slowdowns, research methodologies, professional/technical journal articles on groundbreaking research, data.

Am I Qualified to Respond?

Responses allow writers, even novice writers, the opportunity to do original thinking and writing. In fact, the writing of academic responses is one way to enter the conversation of the academic community. Arguably, it is an obligatory part of being a college student.

Goals of Academic Response

The goal of dialogue in academe, of responses and responses to the responses, is less about ratification, or confirmation of what we already know and more about risk-taking, or what is sometimes called "reading against the grain" or functioning as the "loyal opposition." Implicit here is the assumption that we learn by keeping an open and enlarging mind, and that at the same time we acknowledge the incomplete nature of each of our perspectives. We do the best we can at any given time, with the material and resources available to us, and the way we respond today may differ from the way we respond tomorrow.

Further, because no two people are alike, neither are their ways of responding to "texts." Yet the power to interpret belongs to everyone. So even though we may not feel qualified to respond to a text, may not believe we possess sufficient background or expertise on a topic, nevertheless we find ourselves capable of responding to it and, in fact, often are required to do so.

Becoming Informed and Staying That Way

It has always been challenging to become informed, but as information proliferates and knowledge grows more complex and specialized, it becomes increasingly difficult to stay informed. Therefore, the struggle you are engaged today as a novice is not so much different than the struggle you'll be engaged in throughout your professional career.

Do not despair! More to the point, do not allow your incomplete grasp of all aspects of a situation (or of a text) to deter you from entering the conversation or providing your own best response at any given time.

In a sense, we are all in the same boat, even your professors--and increasingly so given the rapid expansion of knowledge and its transmittal in the Information Age. Embrace your membership in this community-college--which supports an evolution or development of response from basic to sophisticated; further, continue to approach your responses with the candor and openness of the novitiate and you'll go far in academe. You probably are that novice right now, and yet you are simultaneously an important voice whose point of view is valued. As a novice, you do well to approach your role as did the villagers of Ballybran, who entered the conversation out of desire and necessity and then busied to make themselves knowledgeable. Then, as you learn more about subjects, approach your knowledge with the same fresh approach as the learned Stanford anthropologist Nancy Scheper-Hughes, who, in studying the villagers of Ballybran, was unafraid to look at her own area of expertise with fresh eyes. That is the nature of academic inquiry when it is functioning well.

Take Courage From an Example: The Anthropologist and the Ballybrans

Stanford anthropologist Nancy Scheper-Hughes, went to a village in western Ireland, Ballybran, to study the relationship there between longstanding social customs and mental illness. Scheper-Hughes lived amongst the Ballybrans, engaging in a kind of study known as ethnography. As a result of her study, some of the inhabitants of the village became angry about the way Scheper-Hughes depicted them. They spoke out about it, even argued about it. Others began to examine some of the complicated problems of their community and started discussing them. In any case, the inhabitants of this village were changed by having been studied, and they looked at their circumstances with fresh eyes, with a perspective gained from having a foreign observer in their midst.

Similarly, because Scheper-Hughes was concerned about the way her new friends in the village became bitter about her findings, she reexamined the purposes and methods of her field. She began to challenge some of anthropology's ethical obligations to the people it studies.

Thus, both the villagers and the visiting expert were changed; they learned from each other. Further, there can be little doubt that both were qualified to respond to the study, and they did so, though in quite different ways.

Reading to Respond: Encountering the Text

In preparing to respond there's no substitute for coming face-to-face with the text you'll be responding to and opening yourself up to it fully. Don't be one of those people who "reads around" the text, reading criticism of the text but never quite getting to the text itself. Eventually you may want to look at some of the secondary sources, the criticism, but start with the primary text. Immerse yourself in it. Know it, inside and out. Think of "reading" the text, regardless of whether it's a written text or a piece of art or a film or an historical artifact. Resolve from the beginning that this is going to take some time.

Survey or Preview the Text

Try to begin your encounter with the text by surveying or previewing it, which is to say, coming at it with a wide-angle lens, looking it over in its entirety, and activating your schema (your storehouse of accumulated knowledge and experience). Think of this encounter as similar to the strategy you take when downhill skiing at a new location, when shopping at a new mall, or when visiting a city for the first time. You want to get the lay of the land, know what you're getting into before you take a lift at the ski resort, before buying shoes at the mall, or before trying to traverse the city. You could waste precious time taking a lift to slopes you've no interest in; you could spend too much money by not doing comparison shopping; and you could get lost in traffic if you don't know where you're going. A little time up front can save you a lot of time over the long haul, so learn to get the broad view of a text before you try to read, analyze, and respond to it, and know that taking a look at your text this way is one of the most valuable skills you can learn as a writer, as a reader, and as a life-long learner.

Formulate Questions About the Text

Based upon your initial survey and upon the response assignment you've been given, develop questions that are pertinent to the reading you are about to do. These questions should help you focus and stay active during your reading. Use your predictive capabilities to forecast what the text will say and the questions you will have. Think more in terms of "Why" questions than "What" questions. Think of the "connective tissue" of the text, the margins, the movements from point to point, or those areas where relationships among ideas are explored, exceptions taken, distinctions made, and then ask how the text proceeds from point to point, paying particular attention to these boundary areas.

Use Prediction

When an active reader prepares to read and as he or she reads, an act of prediction often occurs. The reader develops expectations, logical guesses about where the text is taking him or her. This predictive capacity is not something to avoid but something to develop. Doing so suggests your engagement with the material, and even a wrong prediction is a valuable one, because the correction to your expectation is often the source of new knowledge that surprises and informs you.

Read the Text

Read the text all the way through, perhaps making some quick checks in the margin for places that surprise or challenge you. As you read, look for answers to the questions you developed after you surveyed the text.

Annotate/Mark theText

Now read the text again with pen in hand, prepared to do some serious marking this time around. This will involve a slower re-reading. Notice that you do not annotate (or highlight for that matter) on the first reading. Doing so tends to produce wanton, or indiscriminate, marking and highlighting, and the pen and highlighter tend to become pacers leading you through the text and turning a nice white page into a nice yellow one. Don't deceive yourself into thinking that this sort of activity is what is meant by textbook marking!

Before you start this more careful re-reading, return again to the questions you formulated after your initial survey. Develop a shorthand for your annotations, perhaps always using a double underline on the text to indicate a thesis or main focusing statement. Try writing marginal summaries as you go along as well, since the ability to summarize a text is the surest way to show your command or "ownership" of the material. Also, respond intuitively in the margins; after all, your feelings as you read are important and sometimes provide the most important insights, even suggesting your overall reaction to the text. The more you interact with the text the better able you will be to do your response to it. You will know the text well.

Special Problems of The Non-Print Text

Doing these activities is a much simpler notion when you have a written text in front of you than if you are watching a film or studying a work of art. However, there are ways to record your reactions even with non-written texts, ways to keep a running log as you experience the "text." (One notable difficulty may be if you're sitting in a dimly lit theater; there it will be difficult to take notes so you'll want to make some mental notes and then record your ideas immediately after the viewing. Keep your notebook handy! Anything you can learn about the production before you see it will also help, so read the reviews and the synopses and the production notes and the handbill before watching a production in film or theater.)

Multi-Pass Reading

Some people refer to the process we're describing here as multi-pass reading. On your first pass, you're getting the lay of the land, thinking about the audience for the text, its apparent approach. On your next pass you're reading all the way through a text but you're not responding but are instead coming to terms with the text as a whole document. On the next pass you're re-reading and responding through annotations and text marking and marginal summary, essentially coming to terms with the text's message. On yet another reading you're skimming and scanning and thinking about the speaker (the name we sometimes give to the human being, the writer, behind the words you're reading). You ask yourself what you know about the speaker in terms of facts, whether directly stated or alluded to, (gender, race, age, affiliations, etc.), emotions (evidence in the text of the speaker's emotional response to his or her topic), and attitudes (evidence from the text of the speaker's intellectual response to his or her topic and conveyed as judgments or conclusions). Think throughout your multiple reading about audience and purpose. For whom did the writer write? What purpose(s) did the text serve? These kinds of questions can help you move from an objective restatement of a text's substance toward more penetrating observation and analysis of the text's aims and accomplishments. How did the writer hope to influence his or her readers' way of thinking or acting? And why?

Write In My Book? No Way!

As a final note here, the idea of annotating a written text sometimes causes consternation among students. They say they plan to return their textbooks at the end of the semester for a refund. This is a foolhardy approach, a false economy of a most dangerous kind. It simply won't work for the serious college student who knows that texts are returned to throughout an education, not read and then discarded. Real encounters with written texts are a messy business. Further, you are building a library, and if that image doesn't appeal to you, think of it this way: you're being invited to deface a published document. Have fun, be a rebel, make it yours! Someday you can show your children the outrageous things you once wrote in the margins of your texts. And by that time you may well appreciate the library you began to build back there during your college days.

Making Inferences

For our purposes, a text will be defined as anything we study closely for purposes of an academic response. When we respond to a text, we make inferences from a text.

Defining Inference

An inference is a conclusion based upon available information. We infer all the time, sometimes less wisely than others. For instance, we are pulled over by a policeman when driving across town and infer that we've made a moving violation. Or this: we receive a phone call from the Internal Revenue Service and infer that we're about to be audited. But we can't properly infer anything from the sketchy information provided here. The policeman could be looking for a lost child and hoping that we've seen her. The IRS could be calling to send us a lifetime achievement award for our conscientious income tax reporting. (All right, so that last one is unlikely, but you get the idea.) In order to convince an audience that an inference is correct, we must provide evidence sufficient to support our claims or suppositions.

The Inferential Thesis

To give a response is a way of talking back to a text-and remember a text can be any number of things, even an experience you've had which can be "read" or interpreted and reinterpreted through response. Notice the use of the phrase "talking back." Think of the response as a way of conversing, of engaging in dialogue, but think also of the slightly rebellious possibilities of talking back to someone. When you "talk back" there is an element of challenge, of healthy questioning, of constructive criticism. Something is out there, a text of some sort, and then there is a long pause, the silence that anticipates a response. The response you give will no doubt be expressive but probably it also will be persuasive. It should reflect what you know or have learned about a topic. It will take the conversation forward, not simply repeat what has already been said in the text itself. It will involve some risk, not mere ratification. It will question boundaries and will suggest a position, or what is sometimes called a "critical stance" or "critical position."

That is why a critical stance or position is the written demonstration of critical thinking, the goal of which is new intellectual territory. When you think critically you view a text in its entirety. You see the text via its parts, but you ask how it all adds up. The result is a thorough examination that captures the essence of the text and responds to it, resulting in a whole new shaping of the topic.

Sometimes in the early stages of developing an inferential thesis we may call it a working message . That sends the message that we're working on it, attempting in our drafts to state clearly and simply the position we're taking in our response and why we are taking it.

More on Evidence: Making Choices

Your response is only as good as your evidence, and your effectiveness as a response writer, your authority as it is sometimes called, will depend in large part upon your evidence. The kind of evidence you choose to use will vary according to the thesis you are proposing and the subject you are addressing. If, for instance, you are comparing two texts, then some of your evidence will be drawn from each of those texts and will no doubt require summary of both texts.

In general, a response is only as good as its understanding of the text being responded to. Therefore, thorough familiarity with the text is absolutely necessary, and the text itself provides the first and most important evidence for your thesis. Beyond that, however, your own experiences, observations, and knowledge can inform your thesis. Information gleaned from additional sources and experts in the field can form a further pillar of support.

When you select the evidence that best contributes to and develops your thesis, remember that simple summary at this point will not do. Rather, analysis of the material is needed. You are always endeavoring to explain how the evidence contributes to or develops your thesis, your line of thinking.

Further, strive to be both concrete and analytical. Refer back frequently to the text itself, providing brief, concrete details from the text to support your thesis. From these concrete pieces of evidence, derive analytical conclusions . As you write from these analytical conclusions, provide ample examples from the text, clarifying how those examples support your thesis. Strive to be thorough but not repetitive.

How Do I Get Started? Preliminary Considerations

Ask questions. Ask questions that probe beyond the obvious, the clearly stated, the facts. Instead the questions should ask "why," "how," "what does this mean," and "how does this connect to (or differ from or relate similarly to)" other things I know or think. You ask yourself about the context of the text and its author, suppositions inherent to that context. Then you go back to the original, skimming or scanning for places that address your questions. You look for specific kinds of information, rather like scanning a telephone book until you find what you're looking for. Once you find an area that looks promising, then you read the text more closely, looking for cues that answer the probing questions you've developed.

Do I Need Outside Sources?

Studying the original alone may be enough for purposes of your response, or you may need to draw upon outside or additional sources to provide the context and the contrast that you need for your analysis. The answer to the question depends upon many factors, including, perhaps most importantly, the expectations of your teacher for this assignment.

It is always appropriate to ask yourself what you know about a topic, activating your schema, your storehouse of accumulated knowledge, perhaps even personal experience with the topic if you have any. Then you ask yourself how the text you're studying challenges your experience, your expectations, your additional sources, your understanding because you're hoping to do something beyond mere reporting. Having found these challenges, these distinguishing features, distinctions, or areas of debate, you have also found the area(s) most promising for a response from you. For here, where you notice either surprise, contrast, movement into new space, or tension, lies the material waiting for a response from you, a response that is authentically yours. And now you get a sense of why response can be a creative and original act, which is not in any way to suggest that creativity and originality cannot also be collaboratively derived. The next step is to mine your response for an inferential thesis that will guide your formal, written response.

The Connection of Summary and Comprehension

To begin a critical stance or position you must first be able to summarize the thing being responded to. Critical thinking and the development of a critical position is movement from true understanding to original statement. You might use reporting expressions such as she "claims," he "recommends," and they "argue" to suggest in summary what the text has seemed to say. Keep in mind, too, that you simply must know the original text well before you can begin to respond in an informed way.

Your Context: The Assignment

Refer to the assignment you've been given. This should clarify the audience and purpose for the response you are giving. Since so much depends upon audience and purpose, it is wise to spend some dedicated time making this evaluation. Ask yourself these kinds of questions: Who is my audience? What is the purpose of this assignment? What can I safely assume about my audience's knowledge? What might I have to offer to the conversation on this topic, or how might I further the thinking on this topic, given what I know and what my audience knows? What are the expectations for this assignment? Is there a specific task implied by the assignment-for instance, a comparison of two texts? There may be other questions that come to mind for you, and since no one knows the context of the assignment better than you, we would expect your questions to differ somewhat from the suggested ones given here.

The Text's Context

Then step back from the reporting and ask some questions about the text, such as "Why would he/she/they say this/do this/make this, etc? What do I know about this source? What is its context? Its author's context? Is the text predictable? What would you expect from this context, or does it somehow surprise? What position would be taken by persons coming from other contexts? These kinds of questions can begin the formulation of your own critical stance or position.

Ideas for Finding and Developing a Critical Stance

Next, think back to your summarization process. If there were places where you had difficulty summarizing, these problematic areas may provide clue as to one or more weaknesses in the text's statement or argument or they may suggest areas of new information for you. With any text, you can ask:

1) Are the connections of the parts to the whole reasonable and clear?

2) Are all the parts of the text easily made to fit, to follow, or developed as logically and reasonably as you might expect

3) Is the evidence appropriate and sufficient?

You might also think of these questions as tests-tests for logical consistency, for inherent assumptions, for degree of examination.

If Your Tests Reveal Weaknesses

If, upon further examination of the text, you are able to discern weaknesses in argument, or use of evidence or something else, then you may well have begun to find your critical stance. There may be questions the studied text failed to respond to fully. There may be an underrepresented or misrepresented side of the story with which you are familiar. There may be one or more faults in logic or use of evidence. You may be aware of these problems from your own life experiences or you may find that in doing further reading there are issues on which the text is inadequate.

If Your Tests Reveal Few Weaknesses or You Essentially Concur With the Text

What if you find yourself agreeing completely with the text you are responding to? Is it still possible to respond? The answer is yes. Even agreement can yield an important critical position or stance. By having looked closely, you should be able to describe what is there, and your reader will appreciate your thorough knowledge of the text. Further, an aggressive counterpoint to the text is not always necessary; sometimes, in fact, you may choose to support and enlarge or amplify a text's claims, rather than to refute them. In other words, perhaps you could extend a text with which you essentially agree, suggest through your own evidence ways to beef up the author's presentation.

Other Ideas for Developing a Critical Stance

• Construct a different side to the text's position, even if this construction involves some imagination on your part and is not really in keeping with your beliefs. Try writing this conflicting view in a single draft called "The Other Side."
• Ask yourself what the contribution of the text is to a body of knowledge, the text's contribution to general knowledge. Locate the text within a larger framework. How does this text differ or appear to be the same as previous texts?
• Read the text for tone. What does the text additionally communicate via subtle (or not so subtle) cues?
• Read the text for structural decisions and overall intent. Ask yourself: Is this text, as a whole, reflecting, reporting, explaining, persuading? Is it composed of a series of structural decisions-in other words, does it report, then explain, and finally persuade?

The injection of one's own thoughts distinguishes response from summary. Remember that with summary you remain true, or close, to the original text. As such you remind your reader over and over (through author tags, for instance) that the ideas you are representing are not your own but belong to someone else.

When summary ends and response begins, you should provide some clear markers. One clear way to do this is with a paragraph change. Additionally, it is a good idea to declare your presence through use of the first person "I," as in "I believe," "I think," "I have found." Do not be shy about this; despite the familiar advice to keep your academic writing away from the first person, there are occasions where first person is not only acceptable but desirable. A response essay can be one such occasion. If, however, you are nervous about this, the best recommendation is always to check with the individual instructor for whom the response is being completed.

Collaboration and Conversation

When it comes to response there are few strategies more powerful for generating ideas and a solid response than collaboration through conversation. When we converse we engage in a dynamic give and take of minds that is aided by our proximity to others, especially when that dialogue occurs in person and, though to a lesser degree, also when we converse via telephonic or electronic exchange. Talking alongside another we gain the benefit of facial expressions, gestures, interruptions for clarification, inflections of voice, and other nonverbal forms of communication. Additionally, we are the beneficiaries of adjustments and accommodations that are made almost instantaneously as we tailor our response to the audience we confront. Clarification is done almost without thinking, and we are nearly without limitation as to our ability to modify spontaneously.

Negotiated Meaning

Perhaps most importantly, when we converse we reap immediate benefit from the ideas of others around us. Thus, conversation serves a broad social function as we strive in our dialogue with others to work out cooperative understanding, or what is sometimes called "negotiated meaning." We extend our understanding by hearing other voices and alternative perspectives, and, in turn, those others benefit from hearing us. Conversation is thus a powerful mechanism for furthering insight.

Small Groups

When you can, you should seek out small groups for just this purpose, especially when you are initially dealing with new texts. Exploration, divergence, discussion, examination, interpretation, and resolution are some of the things a member of a conversing small group might hope to gain from such an experience. And with both amplification and challenge, your responses will improve-almost certainly.

Internalized Audience: Strive to Develop

By the same token, it will not always be possible for you to engage in conversation regarding every text you respond to in your college career. On those occasions when dialogue is not possible, you lose all the benefits of hearing outside interpretations, and this can be a significant handicap. However, it is possible to develop a voice of dissension, what we might call the voice of the loyal opposition, that voice or internalized audience whose position you are able to imagine and hence profit from. Since your own response will stand up better after being subjected to the imagined criticism of others, it is always wise to engage in dialogue with at least your internalized audience.

Developing a Response

Depending upon the assignment and upon your preferences, one or more of the following approaches to response should get you started on a suitable response.

Development Approaches

Kinds of evidence, structuring the response, inductive and deductive presentations of response, interpolating and extrapolating.

• Analyze the effectiveness of the text. Here the response focuses on the most important elements of the text and evaluates their effectiveness (the clarity of the main idea, the organization of the argument, the quality of the evidence, the overall effect of the text, conveyed through tone and apparent attitude of the text's author.) We might also think of this option as critique or review.
• Agree or disagree with the ideas in the text. Here the response focuses on a respondent's reaction to the ideas or effect of the text. It is important to note here that often it is not necessary (or even desirable) to completely agree or complete disagree. In fact, a quite reasonable and credible response will agree with some points and disagree with others.
• Interpret and reflect on the text. Here the respondent explains, examines, and/or theorizes on the meaning of the whole and the parts of the text, its implications and its contributions to understanding of the topic.

Different kinds of evidence can be chosen to support these response types. You might well use:

• evidence from the text itself
• personal experience
• outside sources
• or some combination of these.

It is rarely necessary to use all three of these kinds of evidence, but the important thing is to have sufficient evidence to support the ideas you're proposing, the point you're making, and to ensure that you are indeed providing a main, overall point-the inferential thesis--that is coherent. A simple laundry list will not do.

Typically a response will take one of the forms suggested below in outline or skeletal form.

• Introduction to text(s)
• Summary of text(s)
• Point 3, etc.

Or here's another format. Notice the initial focus upon key issues.

• Introduction to key issues
• Point 2, etc.

Or here's another, integrating summary and response.

• Introduction to issues and/or text(s)
• Summary of text's point 1/response to point 1
• Summary of text's point 2/response to point 2
• Summary of text's point 3/response to point 3, etc.

Sometimes it also helps to think of sequencing or arranging your response in either an inductive format or a deductive format. An inductive format builds toward a conclusion, since an inductive process is "emergent," one thing leading to another, building upon another, like scaffolding. The inferential thesis with an inductive approach would come near the end of the essay. With a deductive format, the inferential thesis is delivered at the beginning, right up front. Think of this approach as "spilling the beans," essentially telling all that you know from the beginning and then using the rest of the essay to support or defend (provide evidence for) your thesis. In theory, either development is suitable, but it should also be said that there is a rather strong preference in much of college writing for the deductive approach.

Another way to think about the development of your response is to consider the concepts of interpolation and extrapolation. To interpolate is to bring external ideas to a text so that these external ideas inform, enlarge, elucidate, or even refute the text. To extrapolate is to take what you learn in one place or one text and apply it to a different context, one that perhaps seems to bear little resemblance to the original context.

Example of Interpolation and Extrapolation

Consider an example of Sally Smith, college student. She is taking several humanities courses and has recently learned in a philosophy course that a human's interpretation of experience can vary widely and according to the cultural background and context of the person. Among other things Sally is studying in this philosophy course are Native American representations of the relationship between humans and the earth. At the same time Sally is assigned to read and respond to Moby Dick along with selected secondary sources for her American Lit class. She finds that none of the assigned secondary sources was written from a Native American perspective.

As a point of fact, the philosophy course and Native American culture really have no direct relationship to Sally's American Lit course, but she sees a relationship between what isn't being discussed there and what she is learning in another class. Further, she feels she has been changed by studying a non-European way of looking at and living in nature, and she believes her audience might be newly informed themselves if she were to bring something of her new perspective to her response paper. Increasingly she believes that she can't ignore her increasingly sophisticated ways of viewing the world, is gaining confidence as she learns and connects her learning among classes. As a matter of course, then, Sally finds she can't help but "extrapolate" some of this new-found knowledge, as she reflects upon the novel from what she thinks would be a Native American perspective, or at least as close as she can come to that from her admittedly limited knowledge. During a discussion period of the literature class Sally finds herself wondering how differently the discussion might go if a Native American perspective were articulated.

Sally is extrapolating, applying newfound knowledge to a novel situation.

Then comes the next step, the paper Sally must write. As she applies her newly informed knowledge of the sacredness of non-human living things to her response to Moby Dick (and its secondary sources) she is interpolating, bringing an external idea into the text she's studying. Perhaps she even winds up questioning how "American" this American classic is.

A Process for Writing a Response

There is no one correct process, only approaches and strategies as varied as people. However, some practices seem to work well for many people, and so an example is presented here to get you started. This is not a prescription; adapt and adjust the process to meet your needs, your best practices, and your assignment requirements.

Getting Started

Because response always comes as a result of something, some text that precedes it, which must be read and responded to, the process of writing a response actually begins with reading. Don't shortchange this part of the process because your success throughout the process will depend on your initial attentiveness to the text you are responding to.

One important thing to think about as you begin a response process is the assignment itself. What do you know about the audience and the purpose of the response you are about to write? What more do you need to find out?

A second thing to consider is the deadline for the assignment. Be clear in your own mind about due dates, and then backward plan from that due date to the current date. Divide up the tasks of the response, allowing yourself time to read, react, draft, collaborate, revise, and even seek a full-scale peer response or workshop opportunity.

Don't allow yourself to procrastinate simply because the task seems overwhelming; instead, chip away at it, a little bit at a time, and you may be surprised at how smoothly things go. Among other things, when you address the assignment early and give yourself time to think (and actually do that thinking instead of avoiding it) you actually end up incubating ideas even when you're not fully conscious that you are doing so. This mulling over of your response will tend to make the writing of the response go much more easily and should actually help you produce a better response because of your full engagement with the material. Starting early will help you filter out less good responses over the course of the assignment period.

Just as soon as your initial reading of the text has been accomplished, then critical thinking can begin, and this is perhaps the most essential component of your pre-writing efforts. A good place to start is with a double-entry journal.

Double-entry Journal

Consider using a journal to first explore your initial and individual responses to the text. One particularly helpful form of journal for responses is called the dialectic or double-entry journal. In this kind of journal, you divide a standard piece of notebook paper down the middle and first record your summary of a text in one column and your ideas, questions, and reactions in the second column. If you have trouble getting started or are worried about getting full coverage with a double-entry journal, try thinking of the text in terms of four elements:

• the text's audience
• the text's main idea or main effect
• the text's organization, its forms and features of support used to create, enhance, and amplify the main idea or effect
• the text's style and tone

Early Collaboration Strategies: The Importance of Peers

Even at this stage it is not too early to begin collaborating and conversing with peers to strengthen and enlarge your response. In fact, you could begin even before you have made your first entry into your journal. Instead, you could read the text in a small group, stopping ever few paragraphs to record together what has happened so far and to predict where the text is going.

Try Collaborative Prediction as a group strategy. With this approach, the group reads a text for the first time together. A member reads two paragraphs aloud and then stops. Members of the group summarize aloud what has happened in the text and discuss what the group predicts will happen next. Then the group reads a full page, stops and predicts again. Do this a third time, reading another full page and summarizing in one sentence what has happened and predicting the next step. Now the group stops and writes a forecast for the whole essay. The group then reads through to the end to see how close they've come to anticipating the text's direction.

Once your initial journal entry is complete, try doing a Collaborative Annotation of the text. First, each member records (probably before class) his or her response in the margins of the individual's text; then each member of the group reads (one paragraph at a time) his or her response aloud and the group collaborates to choose the best of the responses. The group then records a consensus response (selecting best responses as you go along) in the margins of a common copy of the text.

Alternatively, your group could debate the strengths and weaknesses of the text.

No matter how or when you do a collaboration or conversation, however, make sure to record your personal reflections on the collaborative subject. What new responses did you hear in the discussion? How has the conversation affected your initial response? Where might you revise your reactions? How will your focus be altered by exposure to these other responses?

The Exploratory Draft

You're at the point now of trying an exploratory draft, writing just for yourself, to find out how you feel and what you have to say in response to the text at hand. At this stage, you are not thinking about communicating with others so much as you are writing to think, or to discover what you think.

Once you have an exploratory draft, you're at another juncture where collaborating and conversing with a peer may be helpful. When you involve a peer or a small group of peers in reading your exploratory draft, you can direct their reading by asking them to tell you what they find to be your central point as well as what they find most surprising or intriguing. By directing their reading, your peers will be less likely to treat your exploratory draft as a finished product and will seek instead to answer your questions. You might ask your collaborators to name their concerns about the things you have said in the response, to take issue where they disagree and say a bit about their beliefs. Taking into account such additional information will inform and improve your subsequent drafts.

You may find that you need several exploratory drafts before you really know what it is you mostly want to say.

A Rough Draft of Your Response

Perhaps you have now written several exploratory drafts, have collaborated and conversed with peers until you have a fairly good idea of what you want to do in the response paper. Now you can begin to plan your draft, thinking more concretely about your audience, about the work you'll need to do to convey your main idea, to enlarge and amplify the supporting points, to reduce and cut and less important information, to rearrange and sequence your points.

Now you are thinking less about focus because that is clear in your mind. You are beginning to think more about presentation. The goal now is to provide sufficient support of the right kind and to organize it in such a way that you achieve maximum effect.

At this point you will also want to think about your tone in the response, whether you are conveying the attitude you intend. Your collaborators may be better judges of the overall effect of your writing than you are. Ask your peers to read this draft for that issue only. Do I sound smug? Sarcastic? Unnecessarily hostile? Inappropriate humorous or flip? Does my tone fit my message and my subject?

You may also be ready at this point to start putting final touches on things so by all means do the very best job you can with proofreading and mechanics, and then do not hesitate to ask a peer reader to look at your response for these matters as well.

Checking Your Inferential Thesis

Ask yourself if you have an inferential thesis, a statement of your critical stance regarding this text. Remember that an inference is a conclusion based upon available information. Reliable inferences are grounded in the text itself and demonstrate knowledge and understanding of the text. Remember that your audience will not believe your inference, regardless of how true it is, unless you are able to show why the inference is reasonable and accurate. Your job essentially is to persuade your reader, using evidence which supports your conclusion or inference.

Checking Your Development Decisions

A hundred different developments might well be possible for your response, and so it should not be concluded that a rigid format for response is a reliable tool. It's not as simple as taking a formatted approach and simply plugging in your data, your evidence. Rather, the subject, the assignment, the audience, and the text itself should inform your decisions about the development options for your response. Given this caution, however, three of the most common methods of responding include:

• agree or disagreeing with text's points or presentation
• interpreting or analyzing the text's points or presentation
• critiqueing or reviewing the text's effectiveness

Checking Your Evidence

The development of your response is completely dependent upon the kinds of evidence you choose to use to support your inferential thesis. Typical kinds of evidence for responses are drawn from personal experience, from outside sources, and, most importantly, from the text itself. It is not necessary to include all of three of these kinds of evidence for every kind of response, but almost certainly your evidence will include references to the text itself.

Choose the kind of evidence that makes sense for your essay. There is nothing wrong with drawing upon personal experience unless it really doesn't cast light on the topic or unless other forms of evidence would work better. Outside sources can often provide perspectives you might not have possessed before reading them; however, the use of outside sources does not eliminate the need for you to formulate your own conclusions and your own inferential thesis. Use outside sources, if you choose to use them at all, to add credibility and authority to your points.

Most importantly, remember that your primary task in a response is to react to the text itself. Stay close to the text, whatever form it may take, in formulating and delivering your response. Regardless of the other kinds of evidence you select for your response, your first and more important one is always the text itself.

Late Collaboration: Formalized Peer Response

It may not be possible to engage your peers for as many responses to your paper as this process suggests, but having completed your rough draft with all the thoughts of focus, organization, and mechanics at the forefront of your mind, you may wish for one last peer response, and this one might take a more formal, wholistic approach. At this point you might seek out an in-class workshop in which the entire class or a small group responds to your paper, or you might engage in a reciprocal take-home review with a peer, or you may want to send a computer copy to one or more people in your class.

At this stage, since you will probably not seek additional peer assistance after this point, you want to get the most you can from your peers. On your draft, label summary and label response. Underline your thesis statement. Perhaps underline the topic sentences for the paragraphs that introduce the main lines of development or support of that thesis. Accompany the draft with the one or two most important questions you have at this point regarding your paper. Write your most urgent questions for your readers at either the top or the bottom of your response.

Draft One and Draft Two Questions: Another Way to Approach Process

Here's another idea that may help you think further about your response. Try a Draft One that provides your response from the point of view you are inclined to take and then follow this draft with a Draft Two that introduces a new perspective into the discussion. A Draft One/Draft Two approach ensures that you are looking at your topic from multiple perspectives, which is not only good for enlarging your way of looking at things but is also practical and effective at helping you write a better paper. Deep knowledge of another perspective will help you anticipate the possible questions and doubts of your audience. Deep knowledge of another perspective also will tend to help you develop better explanations for your judgments.

The Final Draft

In truth there are no final drafts, only final deadlines, so as you complete the last draft you will be able to do before your deadline, return to your original assignment and goals for the response assignment. Think one last time about your audience. Have you responded to the assignment and its implicit audience?

Review your thesis. Is it clearly stated? Do all of your supporting points really support your thesis? What method of response did you select-agree/disagree, interpret/analyze, critique/review? What forms of evidence or support did you choose to use in addition to the text itself-personal experience, additional sources?

Take a final look at your level of amplification. Did you say enough? Is there proper balance among the parts, or are the proportions right for the points you are making? Did you sequence these points to maximum effect?

How about sentences and paragraphs? Are your paragraphs unified and coherent? Do they all contribute to your points? Are your sentences varied and emphatic? Does each contribute to the paragraph to which it belongs? What about proofreading? Did you use the spell check function on your word processing software and then follow up with a rereading to catch words spell check misses? How about punctuation? Have you gone back over your draft and considered the patterns of mechanical error you typically have problems with and attempted to correct them? If you have printed out your final draft and it's due in ten minutes, pencil in changes rather than turn in a paper that has errors. Most of your professors would rather see that you've attempted to make corrections than see a pristinely typed, though uncorrected manuscript.

Doe, Sue. (2004). Responding. Writing@CSU . Colorado State University. https://writing.colostate.edu/guides/guide.cfm?guideid=34

7.5 Writing Process: Thinking Critically About Entertainment

Learning outcomes.

By the end of this section, you will be able to:

• Compose a review based on a thesis supported by analysis and evaluation.
• Demonstrate the steps of the writing process: invention, drafting, revising, and editing.
• Participate in the collaborative and social aspects of writing processes.
• Give and act on productive feedback to works in progress.
• Adapt composing processes for a variety of technologies and modalities.

Throughout this chapter, you have learned about the review genre. You have learned that reviews evaluate a variety of items. In addition to books, films, and TV shows, people look to reviews to buy cars, choose restaurants, hire plumbers, and more. In this section, you will have the opportunity to demonstrate your understanding of the review genre by composing your own review.

Summary of Assignment: Review of Primary Media Source

Write a review of a specific film, book, TV series, podcast, play, or video game that you think contributes something significant to the genre and to the culture at large. Show how the subject—the primary source—of your review illustrates something compelling or exceptional about a particular idea or theme common to the genre. For example, the CW series Crazy Ex-Girlfriend (2015–2019) is a romantic comedy that eschews and even satirizes traditional romantic comedy tropes such as the “grand gesture,” doing something out of love for someone. Use specific evidence from your primary source to support a central idea, or thesis. In an essay of about 1,200 to 1,500 words, provide an overall judgment about your subject and support it with evidence from the primary source and from secondary sources if applicable. In addition, explore how your specific source has contributed something significant to its genre. In other words, why is this subject interesting, different, or worthy of analysis? Be sure to demonstrate awareness of your source’s cultural and historical context as well. For example, if your review is about a romantic comedy, provide relevant information about the history, conventions, or expectations of that genre. Think about and explain the ways your topic adheres to or breaks from audience expectations.

Another Lens 1. Create a three-to-five-minute podcast review of a specific film , book , TV series, album , podcast, play, or video game. How does the subject of your review illustrate something interesting or unique about a particular idea or theme common to the genre? Integrate specific evidence from the primary source and secondary sources, if applicable, to support a main idea, or thesis.

To record your podcast review, use either a simple recording method, such as the voice memo app on your smartphone, or something more sophisticated, such as Garage Band or iMovie. To become more familiar with this genre of reviewing, listen to one or two of the examples linked above. Note how this genre is somewhat different from an academic essay. For example, the speaker’s voice is more conversational and engages the audience auditorily by stressing particular words or syllables. In your review podcast, take advantage of the opportunity to present a more informal tone than you might use in an academic essay. Podcast hosts are often successful because of their personality and ability to connect with their audience. Draft a script for your review podcast that reflects your personality and use of language, rather than formal language. For example, use contractions, first- or second-person pronouns, and appropriate slang.

Finally, to maximize the effect of your podcast, consider incorporating short clips from the subject of your review. Upload your podcast review to SoundCloud and share your review with the class. For more direction on public speaking, consult Scripting for the Public Forum: Writing to Speak .

Another Lens 2. Instead of a straightforward review of a single primary source, review several sources in the same genre, as Caelia Marshall has done in her essay. Or compare a film to the book on which it is based and evaluate it. Select your sources from films, books, television programs, video games, or any other form of entertainment, focusing your review essay on a single area, such as social context, character development, or screenplay vs. original text. Choose other genre-specific evaluation criteria as well, and address them in your essay, as Marshall does. Use specific evidence from your primary sources and secondary sources, as needed, to support your main idea, or thesis. In other words, why is this source interesting, different, or worthy of analysis?

Quick Launch: Developing Evaluative Criteria

To write an effective review, you need clear and relevant evaluation criteria. To help you establish your review criteria, fill in a table similar to Table 7.3 by following these steps:

• Write the name of your primary source.
• In the left-hand column, write the genre category to which your topic belongs (horror, action, biography, etc.).
• Under the genre, brainstorm as many characteristics of the genre as you can.
• In the right-hand column, write “Examples.”
• Brainstorm as much evidence from your primary source as you can think of.
• Create a second table called “Subgenre.” For example, if your topic is a horror film, some possible subgenres might be “ghost horror,” “monster horror,” or “slasher horror.” Add a colon after Subgenre , and write the subgenre type.
• Label the left-hand column “Subgenre Elements” and the right-hand column “How to Evaluate.”
• In the Subgenre Elements column, brainstorm for as many characteristics of the subgenre as you can. You can use some relevant characteristics from step 3, but try to focus on unique characteristics of the subgenre. For example, what makes a horror film about a ghost, such as The Grudge (2020), different from a slasher horror film, such as The Texas Chainsaw Massacre (2003)?
• In the right-hand column, develop questions to assess characteristics.
• Select three to five genre characteristics with the most evidence, and focus on them as you look closely at your primary sources. Take notes and gather evidence to support your evaluation.

Evaluation Criteria for The Texas Chainsaw Massacre :

The Killer (Leatherface): How effective is he at scaring the audience? How does he scare the audience (backstory, appearance, weapon, etc.)?

Images/Setting: How do the filmmakers create a creepy setting? How does the setting add to the fear?

The Victims: How do they project fear (screaming, etc.)? How effective or convincing is their fear?

Drafting: Thesis Statement, Analysis, and Supporting Examples

After you have selected a topic and decided on the evaluation criteria, spend some time looking closely at your primary source (the film, TV show, book, etc. you have chosen to review). With these criteria in mind, view/read/listen to your primary source. Take notes on how your selected evaluation criteria apply to your source. When you come across strong and relevant examples, write down vivid, detailed descriptions of the scene and quote applicable dialogue. By looking closely at your primary source and taking notes now, you will have solid and specific examples to illustrate your points later when you draft your review.

Also, while you are looking closely at your primary source, think about the features that appeal to you. Is there a character that is particularly interesting? Do you see an interesting viewpoint on a theme or idea? Is the writing or the use of language interesting, different, or clever? How does it keep your attention or provide something unexpected? The answers to these questions can lead you to your overall evaluation and thesis.

Use a graphic organizer like Table 7.4 to plan your draft. Then, you will use the notes you took earlier to help you brainstorm for the main points that support the thesis and provide specific, concrete evidence.

Planning the Main Points and Body Paragraphs

Your main points should be your topic sentences, expressed as one sentence at the beginning of each paragraph. Preview these main points by adding because to your thesis statement as illustrated below.

• Because romantic comedies such as Knocked Up (2007) depict their leads as unquestionably “good” people . . .
• Because Rebecca Bunch is sometimes selfish . . .
• Because Rebecca Bunch is sometimes promiscuous . . .
• Because despite these flaws, men still seek her attention . . .
• Because the audience sees Rebecca as realistic, they root for her . . .

Now complete a graphic organizer like Table 7.5 by adding your main points from your primary source.

As you continue to plan your review, consider these questions: Depending upon your audience, how much background or context should you provide about your topic? Are they likely or unlikely to have knowledge about the topic? Do you need to summarize anything about your primary source? Do you need to provide historical or cultural context? Use the notes you took earlier as your draft your essay. Remember, you can change things! It is up to you to decide how to organize your argument and where to present specific evidence.

Your review will contain both summary/observation (objectivity) and evaluation/analysis (subjectivity). Practice determining whether statements are summary or observation as opposed to evaluation or analysis.

Secondary Source Evidence

Once you form your own opinions, you may want to look for additional sources to support your review. Secondary sources, or sources that contain the opinions and analyses of others, are frequently used in academic writing to help writers support a point or provide background and context. Scholarly, peer-reviewed secondary sources give your review greater credibility because the articles are written by experts in their fields. Use your college library’s databases, or ask a librarian whether your college provides access to journals that publish articles on movies, television, and culture. Most colleges have access to JSTOR, a database search engine focused on the humanities. In addition, the MLA International Bibliography is a common database of journals related to culture. Research Process: Accessing and Recording Information and Annotated Bibliography: Gathering, Evaluating, and Documenting Sources provide more information about finding sources.

Another, less academic, place to look for secondary sources is in Recap . In recent years, recapping has become a popular way to join the conversation about TV shows, with sites such as The AV Club , The Huffington Post , Slate , The Verge , and Vox dedicating staff to summarizing and discussing popular shows. Fans engage with each other and recap writers by commenting on and sharing the articles.

Note, too, that well-known publications, such as The New York Times , review not only movies and TV shows but also products such as those you may have chosen to write your review about. In addition, Consumer Reports is one of the longest-running magazines dedicated to reviewing products of all kinds. Many websites, as well, review video games and consoles.

Drafting the Introduction

The introduction should interest readers in your topic and make them eager to learn more about it. If you were proposing this idea to a company, what would your “elevator pitch” be? What might you say to quickly pique audience interest? You might describe the part that convinced you it was good. You might explain why your audience would find the topic relatable.

Be sure readers know by the end of the introduction what specifically you are reviewing. Provide the title and necessary background/context: when it was made, the medium (film, book, podcast), the genre, and how to find it (Netflix, Amazon Prime, Hulu). Include your overall evaluation: Did you like it or not, and why overall?

Then present your thesis at the end of your introduction.

student sample text Introduction example. Many people love romantic comedies, but what happens when real life isn’t like the movies? We are conditioned to believe there is one person we are destined to be with. Disney movies, TV shows like The Office , Hallmark Channel Christmas movies, and traditional romantic comedies reinforce the notion that for the believer, true love is right around the corner. But everyone knows the pain of rejection or of pining for a person who doesn’t seem to notice them. The CW series Crazy Ex-Girlfriend shows what it’s like when love is more complicated than what we see in the movies. The show follows Rebecca Bunch, a successful but unhappy—and far from virtuous or admirable—New York lawyer who instantly abandons her life to move to West Covina, California, to pursue Josh Chan, her summer-camp crush from long ago. Rebecca cooks up crazy, desperate schemes to get the attention of the aloof and clueless Josh. Crazy Ex-Girlfriend masterfully taps into our inner crazy ex by making good comedy out of Instagram stalking, relationship sabotage, and infatuation. end student sample text

Now, write your introduction:

General statement: ________

Background or context: ________

Brief summary: ________

Evaluation: ________

Thesis: ________

Drafting the Body

For the body of the review, provide more background and context wherever you think such information is necessary. Because the purpose of this part of the review is to present the main points that support the thesis, be sure to show how these points explain the criteria on which you have based your evaluation. Back up the main points with specific, concrete evidence from your primary source. At this point, return to your early notes and use the descriptions and quotations you gathered. You will likely have collected more evidence as well. Use a graphic organizer like Table 7.6 to create your draft. Main points 1 and 2 should be your topic sentences.

Drafting the Conclusion

For the conclusion, summarize briefly how the criteria you used led you to your evaluation, rephrase or validate your thesis, and make a recommendation.

student sample text Conclusion example. Crazy Ex-Girlfriend is a refreshing take on the romantic comedy genre. It elevates comedy by using catchy, original songs to accompany clever dialogue. Though Rebecca is intense and extreme, her situation is relatable, and she comes across as more sympathetic than not, proving that people don’t have to be perfect to be deserving of love. The departures from the romantic comedy playbook leave the audience guessing what will happen next, ensuring the show never feels tired or stale. What comes after the grand gesture and big kiss? That’s a question this show tries to answer, and sooner than you might expect. If you’re looking for a new binge-worthy show, clear your calendar for the next week and give Crazy Ex-Girlfriend a try. end student sample text

Now, write your conclusion.

Brief summary of criteria and evaluation: ________

Restate or validate thesis: ________

Make a recommendation: ________

Peer Review: Conferencing with a Partner

After you finish your draft, receiving feedback from a peer will help you identify the strengths and weaknesses in your review. Because writers sometimes find it hard to review their work from the perspective of their audience, peer feedback will help you see your writing in ways not obvious to you. As a peer reviewer yourself, try to offer suggestions to make the essay more like something you would want to read.

To give and receive the most effective feedback, use the following guidelines:

• On your own draft, note the areas you are unsure about and where you especially want feedback. It’s a good idea to have specific questions so that your peer can focus on what you think will help you.
• When you are assigned a peer, read their essay at least once without commenting, just to get a sense of what the essay is about.
• Read the essay a second time. In the margins, add any comments or reactions to the essay.
• In what ways are the first few sentences engaging?
• Would you want to keep reading to learn more? Why or why not?
• In what ways does the introduction clearly establish what is being reviewed? Does it provide sufficient background information? In what ways does the thesis make a judgment or an evaluation with a reason that leads to the judgment or evaluation?
• Mark what you think the thesis is. If you find no clear thesis, mark something for the writer to focus on to arrive at a thesis.
• Jot down one or two prodding, open-ended questions to help the writer develop or revise the thesis.
• Is enough background provided, either in the introduction or early in the body, to give you a complete sense of what the writer is evaluating?
• If there is not enough background, jot down a few questions that could be answered with additional background and context.
• What is the main point of each body paragraph?
• In what ways do the main points support the thesis (my thesis is true because . . .)?
• Do the body paragraphs contain specific, concrete details from the primary source to support the main points?
• If the body needs more specific details, mark places where the writer can add more detail.
• Does the conclusion clearly tie up the main points?
• If not, how might the writer revise the conclusion?
• Although your task is not to edit the essay or mark every error, point out any consistent patterns of grammatical errors.
• When you have finished, summarize your comments at the end of the review by writing three things on which your peer can focus when revising.

As you work, be detailed and specific in your comments so that your peer can use them to make revisions:

• What specifically is working or not working?
• Why is it working or not working?
• What can the writer do specifically to revise?

If you are having trouble finding something to comment on, remember that you can make comments about what the writer does well. Be sure to explain in detail why you think it’s working. Be sure to consult Evaluation: Effect on Audience as well.

Revising: Maintaining Ownership

When you receive your reviewed essay, look over the comments. Remember that they are merely suggestions; your revisions are ultimately up to you. For example, a sentence fragment, while technically incorrect, could be an effective way to emphasize a point. It is your call to decide whether your use of language is appropriate for your audience and purpose. With that said, however, it’s possible your peer pointed out something you did not notice.

As you revise, keep in mind the following success criteria. Ensure your essay has them:

• Specific topic : The essay is about a specific TV show, film, book, podcast, video game, or other primary source(s).
• Interesting lead : You show your audience why this topic interests you and try to capture their attention.
• Thesis : You present a clear, debatable, and specific thesis about your topic.
• Body : The body supports the thesis with clear main points. Summary is used effectively to provide background and context.
• Specific details : You support your main points with relevant and ample details (in the form of quotations, paraphrases, vivid descriptions, etc.) from the primary source or sources as well as secondary sources, if you have used them.
• Citation : Sources are cited correctly in the text.

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5.7: Sample Response Essays

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• City College of San Francisco via ASCCC Open Educational Resources Initiative

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• Sample response paper "Typography and Identity" in PDF with margin notes  
• Sample response paper "Typography and Identity" accessible version with notes in parentheses