16
Response to Literature in Language Arts 7
What is a response to literature essay?
A response to literature begins with students reading a selected piece of fiction literature. After the reading is completed, a prompt is asked. Students must develop a clear thesis in response to the prompt. The overall goal is to show understanding as well as insight. This is accomplished by providing support for the thesis in the form of examples and quotations from the selection. Additionally, students must provide adequate commentary as well as their insight to the author’s purpose and/or theme in application to their own lives.
The most successful responses:
· Include all required paragraph and essay components
· Provide several facts, examples, and supportive quotations from the selection
· Contain adequate commentary explaining the examples, quotes, and analysis
· Show the writer’s insight to the author’s purpose and connection of themes to one's own life
· Avoids the use of “you, me, my, I”; Uses exact nouns such as “the reader, the author, characters, people, students, the audience”
· Displays thoughtful, precise word choice
· Remains consistent in narrative tense (either all past or all present tense)
Writing Task/Prompt:
Frank Capra’s It’s A Wonderful Life is an inspirational film which depicts the life of George Bailey. What are three themes that can be inferred? Provide examples and evidence from the movie.
California State Standards:
1.0 Students write clear, coherent, and focused essays with an awareness of the audience and the
the purpose. Students progress through the stages of the writing process as needed.
1.1 Create and organizational structure that balances all aspects of the composition and uses
effective transitions between sentences to unify important ideas.
1.3 Use strategies of outlining to impose structure on composing drafts.
1.6 Create documents using word-processing skills and publishing programs.
1.7 Revise writing to improve organization and word choice after checking the logic and ideas
and the precision of the vocabulary.
2.2 Students write response to literature essays of at least 500 to 750 words, roughly 2 to 3 pages of
typed MLA format.
a. Develop interpretations exhibiting careful reading, understanding, and insight.
b. Organize interpretations around several clear ideas, premises, or images from the literary work.
c. Justify interpretations through sustained use of examples and textual evidence.
Response to Literature : Expository Essay
What does it mean to respond to literature?
In all pieces of fiction literature, the main character faces a conflict. In analyzing fiction, the reader should look carefully at how the character handles the conflict. What life lessons do the characters learn? Do the characters grow as a result of the resolution of the problem?
As you analyze literature, you need to be able to find relevance and apply the lessons learned in your own life. Even though you may be quite different than the characters in the stories you read, how can you grow as a result of the characters’ experiences? What “free advice” is the author conveying to you?
During seventh grade language arts, we’ve explored plot, the story’s required pieces. Identifying the parts of a plot helps readers to understand the characters’ journey in resolving conflict. We’ve also looked very carefully at authors’ development of their characters through indirect characterization. A reader can learn a great deal by looking at the main character’s speech, thoughts, actions, effect on other characters, and his or her looks. With these analytical strategies in place, we are ready to truly begin to respond to literature.
Throughout your education, your teachers will ask you to write essays responding to the literature you read. In short, you will be asked to write about the characters, their conflicts, their growth, and the life lessons experienced. The teacher will begin by giving a prompt, the question he or she wants you to explore and prove. As a writer, your goal is to respond to the prompt with a clear thesis, provide adequate support and commentary, and identify the author’s life lesson, or theme.
Remember, the goal of a response to literature is very different than a book report or a summary. A good response to literature essay will demonstrate the writer’s thoughtful comprehension beyond the plot and the author’s underlying meaning. Developing your insight and making the connection to a selection’s themes is part of becoming a sophisticated reader!
Response to Literature Vocabulary
Prompt: the question asked about the selected piece of literature
Introduction: the first paragraph in an essay. In a response to literature essay, it should include a thesis and a summary statement.
Thesis: the topic sentence within the introductory paragraph which focuses the topic for the entire essay. In response writing, the answer to the prompt becomes the thesis
Summary Statement: the sentences in the introduction in which the writer concisely summarizes the selected piece of literature. It can be compared to a movie preview in that it is a quick introduction to the main character, the setting, and the conflict. We will commonly use the “Somebody wanted, but so” strategy.
Body: the essay paragraphs in which points are made to support the thesis. These paragraphs should contain story examples, quotations, and commentary. Most thoughtful essays will contain 3 or more body paragraphs.
Topic Sentences: the main idea statement in each paragraph. For our writing purpose, we will place the topic sentence at the start of each body paragraph. These topic sentences should clearly identify the point of support to the thesis.
Supporting Sentences: the facts, examples, and quotations used to support the main idea/topic sentence of the paragraph. Most teachers will tell you to have 5 or more sentences of support for your topic sentence. To prove your point, you really need to have several examples as well as the quote from the selection!
Commentary: After including an example or quotation of support, the student should provide commentary explaining and linking them back to the thesis and topic sentences.
Conclusion: the last paragraph of a response to literature essay in which the thesis and points are restated and the writer supplies commentary to the author’s purpose and message.
Insight: this is the writer's ability to show his or her analysis. The writer must show not only comprehension of the story, but also the ability to relate the lessons learned in readers' lives. Identifying the author's purpose, the themes, and "free advice" is helpful in showing insight! The writer must show understanding of the relevance of these things to his or her own life.
Coherence: the smooth flow of writing so that the reader can easily see how and why the paragraph ideas are arranged. Good transition words and a smart organizational structure help to improve coherence.
Unity: all of the sentences within the paragraph relate to one central idea.
Character Trait: a feature that cannot be seen but can be inferred by a character’s speech, thoughts, effect on others, actions, and looks.
Theme: the truth about life that is revealed in a work of literature which a reader must infer.
What Is a Response to Literature E ssay?
It is exactly that! Students will give their response to a prompt, or question, after reading a selected work of literature. It is critical that students realize that this is not a review or summary. Instead, students must develop a clear thesis and provide support for it in the form of story examples, quotations, and commentary. This requires that students read with a focus of understanding the main character's conflict and growth as well as the author's purpose and relevance to readers' lives.
Generally, a 5 paragraph essay format is used as this shows adequate support and development for the thesis:
Introduction
Body Point #1
Body Point #2
Body Point # 3
Conclusion
It is, however, possible to write a shorter or longer response upon teacher request. All that is required is to alter the number of body paragraphs!
Introduction:
a) Title, author, genre, setting (TAGS)
b) Summary statement (Somebody wanted but so): include general information
about main characters, setting, and conflict
c) Thesis (Clear statement answering prompt.)
Body:
a) Clear topic sentence linking back to thesis
b) Two to three supportive examples
c) Quotation(s) of proof
d) Commentary on example and quotation and link back to thesis
Conclusion:
a) Restate thesis
b) Restate points
c) Author's purpose and insight… “The author wants the reader to understand…”
Response to Literature : Sample Essay
“King Arthur: Sword in the Stone” is retold by Hudson Talbot. In ancient times, there lived a great king named Uther. After the death of this king, the struggle for leadership tore Britain to pieces. The people of England were suffering and wanted a new king and a better life. The main character, Arthur, a young boy, wanted to live a happy life with his brother, Sir Kay, and his step father, Sir Ector. But, when a tournament is announced to find a new king, Arthur must accompany his brother to London and assist him in the competition. Young Arthur is able to pull a magical sword from a block of marble after all other stronger and wiser contenders fail. So, Arthur must accept that he is the future king the people of England so desperately need and learn to take on this new position. Arthur displays many character traits that help him in this challenge.
One character trait Arthur has is patience. He is willing to wait on his brother without complaint. After Arthur pulls the sword from the stone, many are absolutely shocked and unwilling to recognize Arthur’s right to the throne. Merlin allowed the loudest complainers an additional chance to pull the sword from the stone, and Arthur did not impatience. Several trials took place, “But no one could budge the sword but Arthur. The same troublesome kings and dukes still refused to acknowledge his victory, though. So another trial took place on Candlemas, and yet another trial on Easter. By now, the people had grown impatient, for they had believed in Arthur all along and they had grown to love him” (428). Arthur has great patience in waiting for the people to accept him as their king. He willingly pulls the sword from the stone as an act of patience and service.
Another character trait Arthur displays is courtesy. Webster’s Dictionary defines courtesy as “as polite, gracious, well-mannered, and considerate towards others.” Arthur most definitely shows courtesy many times throughout the legend. In the beginning, Arthur cares for animals by gently feeding them. Later, Arthur eagerly assists Sir Ector in preparing for competition. When Arthur pulls the sword from the stone, Arthur’s adoptive father falls to his knees to pray and states, “Now I know who you are!” Arthur responds by crouching down by his father and putting his head to his chest. Arthur replies, “I’m your son, Father!” (424). By humbly crouching to his father to declare his love and graciousness, Arthur indeed shows that he is courteous.
The most important character trait Arthur possesses is a great sense of duty. He possesses respect and shows obedience to his older brother and his father. Further, he completes his required tasks without complaint. When Arthur realizes he has forgotten his brother’s sword, he immediately tries to create a solution. And, after proving himself time and time again to earn the respect and faith of his people, Arthur accepts the position of king. “People of Britain, we are now one. And so shall we remain as long as there is a breath in my body. My faith in your courage and wisdom is boundless. I ask now for your faith in me. In your trust I shall find my strength. For your good I dedicate my life,” Arthur vows (428). Not only does Arthur realize that the people he will serve are wise and courageous, he also recognizes that he needs their trust and dedication. He explains that he will offer his service to them fully in return for their faith in him. This act shows that he is extremely dutiful.
Even though Arthur has humble beginnings, he possesses many positive character traits. His patience, courtesy, and sense of duty allow him to grow from a young and na?ve boy, to the strong and inspirational King of England. Arthur is an unlikely hero at the start of the legend; he is young, na?ve, and inexperienced. Yet, his positive traits allow him to develop into a hero. Thus, the author wants readers to understand that heroes may be found in ordinary people who exemplify traits of goodness.
Character Traits
able daring grumpy polite tired
active dark guilty poor tolerant
adventurous decisive happy popular touchy
affectionate demanding harsh positive trusty
afraid dependable hateful precise trustworthy
alert depressed healthy proper unfriendly
ambitious devious helpful proud unhappy
angry delightful honest quick upset
annoyed dramatic hopeful quiet useful
anxious detailed hopeless rational warm
apologetic discouraged honest reliable weak
arrogant dreary humorous religious wicked
attentive disrespectful ignorant responsible wise
average doubtful imaginative restless worried
bad dull impatient rich wrong
blue dutiful impolite rough young
bold eager inconsiderate rowdy
bored easygoing independent rude
bossy efficient industrious sad
brainy embarrassed innocent safe
brave encouraging intelligent satisfied
bright energetic jealous scared
brilliant evil kindly secretive
busy exciting lazy selfish
calm expert leader serious
careful fair lively sharp
careless faithful lonely short
cautious fearless loving shy
charming fierce loyal silly
cheerful foolish lucky skillful
childish fortunate mature sly
clever foul mean smart
clumsy fresh messy sneaky
coarse friendly miserable sorry
concerned frustrated mysterious stingy
confident funny naughty strange
confused gentle nervous strict
considerate giving nice stubborn
cooperative glamorous noisy sweet
courageous gloomy obedient talented
cowardly good obnoxious tall
cross graceful old thankful
cruel grateful peaceful thoughtful
curious greedy picky thoughtless
dangerous grouchy pleasant tired
A trait is a feature that cannot be seen but can be inferred by the character’s speech, thoughts, effect on others, actions, and looks. Not only must the writer identify the traits, he or she must provide proof such as examples and quotations from the selection.