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SUMMARY-RESPONSE ESSAY Responding to Reading. Reading Critically  Not about finding fault with author  Rather engaging author in a discussion by asking.

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Presentation on theme: "SUMMARY-RESPONSE ESSAY Responding to Reading. Reading Critically  Not about finding fault with author  Rather engaging author in a discussion by asking."— Presentation transcript:

1 SUMMARY-RESPONSE ESSAY Responding to Reading

2 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:

3 How to read critically  Good note taking  Keep a Reader’s log

4 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

5 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)

6 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

7 Response  Your opinion of the author’s ideas  Do you agree or disagree  How well is the essay or article written?

8 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

9 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

10 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.

11 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

12 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.

13 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.

14 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

15 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

16 Conclusion  End essay with a summary of your response  You can add a new perspective about the article, author, or topic

17 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”

18 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

19 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

20 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

21 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

22 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.”

23 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

24 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

25 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

26 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

27 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

28 Respond to major points:  Points you agree with(Students will list)  1  2  3  Experiences or knowledge that support your agreement  1  2  3

29 Respond to major points:  Points you disagree with  1  2  3  Experiences or knowledge that support your agreement  1  2  3


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