SUMMARY-RESPONSE ESSAY Responding to Reading
Feb 23, 2016
SUMMARY-RESPONSE ESSAY
Responding to Reading
Reading Critically Not about finding fault with author Rather engaging author in a discussion
by asking questions as you read an article or essay
Requiring author to meet certain demands that employ good writing techniques:
How to read critically Good note taking Keep a Reader’s log
Author’s Name and title of Article
Summary: List main ideas, key features, examples, and evidence the author may provide
Response: Log your reaction
to each main point, record your comments, and questions
Purpose of this Essay To understand an author’s main idea and
purpose for work To recognize the main points that support
that main idea To be able to summarize(paraphrase)
author’s main ideas To be able to respond or react to what the
author has to say (to support or defend your point of view)
Preparing the Summary Cite the author and the title of the text Indicate the main ideas of the text Paraphrase main ideas; quote sparingly,
use key words, phrases, and sentences Include attributive tags Avoid summarizing specific examples or
data Be objective
Response Your opinion of the author’s ideas Do you agree or disagree How well is the essay or article written?
Structuring Your response Requires your reaction to the text and
your interpretation of the text A response of this nature will react to the
ideas or the argument Simply, do you agree with the author? Why or why not? Provide evidence based on your
experiences to support your reaction
3 ways to provide evidence to support your response
Your response requires that you provide evidence to support your opinion, whether you agree or disagree with the author
Consider what sort of evidence will best support your statements: personal experience, evidence from text, outside sources
1. Personal Experience Use personal experience as examples to
demonstrate why you interpret the text the way you do, why you react the way you do, why you agree or disagree
I strongly disagree with so and so’s first point based on my own high school experience, especially in my History class.
Look at Abramowitz’s essay for examples of her personal experiences.
2. Evidence from the text Cite specific phrases or sentences from
the text to support your: explanation of the text analysis of the effectiveness of the text response to the text (why you agree or
disagree) Look at Abromowitz’s essay for
examples of her using evidence from the text
3. Evidence from other texts Acceptable to bring in ideas and
information from other texts Your prior knowledge No research required for this assignment Cite sources if you do use borrow
material from other sources Look at Abramowitz’s essay for
examples of her using outside texts or sources.
Introduction Brief introduction that will state these
items: Title of the article or essay; Name of
author; Place of publication Any key information you might know about
author to help establish author’s credibility State author’s main idea Thesis: a well thought out statement
stating your main point about the article or essay.
Body Organization: Block Pattern 1 I. Introduction with thesis II. Summary of main point III. Points You agree with IV. Points you disagree with Conclusion
Body Organization: Point by Point I. Introduction with thesis Summarize point 1; agree or disagree Summarize point 2; agree or disagree Summarized point 3; agree or disagree Conclusion Note: you do not need to agree or
disagree with all points
Conclusion End essay with a summary of your
response You can add a new perspective about the
article, author, or topic
Important things to remember
Make sure to give reasons why you disagree Give examples, personal experience, facts,
any previous experience or knowledge you can draw upon to support your opinion
Based on my experience with boys in class in high school. . . .
Try to avoid over using “I agree” and “I disagree”
The Summary: Discuss the Points that Feagin makes in groups Denying Individual Racism White Views on Government Action Against Racism
Symbolic and Laissez Faire Racism Views on Affirmative Action
Imaging the White Self Fostering and Learning Racist Attitudes
Role of Elites Everyday Racism: Subtle, Covert, and Blatant Who Does the Discriminating?
Facing Lifetimes of Racial Discrimination Racial Discrimination in Public Places
Denying Individual Racism Slavery ended a long time ago Institutionalized racism ended after the
Civil Rights movement Racism is something that other people
are i.e.) grandparents, parents, KKK members
Symbolic and Laissez Faire Racism Symbolic
Whites have replaced blatant racism with a more subtle form
Whites believe blacks are making “illegitimate demands for societal changes” (Feagin 342).
Criticized for not acknowledging that blatant racism still exists
Laissez Faire Whites have embraced the principle of desegregation but
are opposed to government intervention or actual changes that involve living and going to school with black people.
Allows whites to feel good about themselves
Affirmative Action Whites believe affirmative action is not
needed b/c racism is dead. Whites believe that if blacks aren’t
successful, it’s b/c they don’t work hard enough.
White elites shape views on this issue: For example, media attention of this issue
goes up in the years preceding presidential elections
Imaging the white self Whites see white culture as superior. Whites don’t see financial benefits from
slavery and segregation “My family didn’t own slaves.”
Role of Elites in Fostering Racist Attitudes
Without realizing it, many white people harbor negative attitudes towards blacks
These ideas are fostered by an elite few through the media, schools, and even churches
Everyday Racism White people may not be aware of their
racism May grab purse or lock door when a black
man walks by White employer might hire a white man
over an equally qualified black man b/c he feels more comfortable with his own kind
Who Does the Discriminating? 3 types of racist whites
Blatant-KKK Less subtle forms Don’t directly participate but don’t stop it
White upper/middle class Americans affect housing and jobs
Lower classes are more violent
Facing Lifetimes of Racial Discrimination
No way to tell impact of racism Little research Black people don’t want to appear weak Black people don’t count small examples of
racism
Racial Discrimination in Public Whites assume blacks are going to steal Whites charge more for cars White medical professionals less likely to
use expensive procedures on black patients
Respond to major points: Points you agree with(Students will list)
1 2 3
Experiences or knowledge that support your agreement 1 2 3
Respond to major points: Points you disagree with
1 2 3
Experiences or knowledge that support your agreement 1 2 3