TKMB

Critical/Analytical Response to Literary Texts Essay Format
English Language Arts
(How to answer…Discuss the idea the author develops re:

topic

.)

This format asks that you state a main idea/thesis and support that main idea/thesis with examples to convince your audience that your opinion is true. Use a formal tone for this composition. This means that your final copy should not sound like a conversation between you and a friend. As well, a critical/analytical response should not sound like a journal entry. It should sound confident and polite
– do not use contractions. Avoid phrases such as “I think that…”, “In my opinion…”, “If you ask me…”, and “As you can see…”. The response requires a writer to be an informed and confident reader. Become an expert on the text you will be writing about by including a close critical reading focusing on the topic question.
I.

INTRODUCTION
a. GRABBER – general, theme-like statement to introduce the topic in the question: definition, statistic, quotation, or intriguing statement.
b. FOCUS - into how this topic is developed. State the literature and the author you will be discussing (e.g. In the text . . ., the author use characters and situations to illustrate
_____________). Give a brief overview of the text and how it will link to the idea to transition into your thesis.
c. CONTROLLING IDEA/THESIS STATEMENT: This is where you focus your essay for your reader into theme-like specific statements. You should include information that will lead into each body paragraph. These statements are not text specific, though must be based on the idea you will show is developed. Look at your examples and what they will support before writing your thesis. (Try to have one “big idea” or thesis statement followed by the controlling idea(s), one for each paragraph, or your thesis statement may result as a shaped discussion of your three controlling theme-like ideas in one phrase – umbrella statement.)
ALLUDE to the idea you are going to discuss and develop in your essay; do NOT go into detailed specifics, for these belong in the body paragraphs for support!

II.

BODY PARAGRAPHS
The information in your developmental paragraphs supports and proves your controlling idea/thesis statement to be believable and truthful. Three body paragraphs/arguments are required. Please note that if you choose to write on more than one text, it is best to refer to parts of them all – use transitions if you do so in the same paragraph, or split them up and use one for each body.
a. CONTROLLING STATEMENT: Topic sentence: a general statement; the point from the introduction you will be addressing/supporting/proving in this paragraph. It can be text specific or general idea in nature.

English Language Arts

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Bow Valley High School

b. EXAMPLE: use examples (quotations and paraphrasing the text) to show your supporting detail to your readers. Discuss the point identified in the topic sentence using specific details from the text, and develop the idea that you are trying to convey to the audience in your own words. You will need THREE pieces of supporting evidence to support the idea for top marks, including direct quotes!!!! This can be three examples of different people to support the idea, three examples of the same person throughout the text, or variations thereof, et cetera.
HOW TO… create the Specific Example from the text you’re writing about. Find an example you can explain and/or quote from the text you’ve been provided with, which supports the controlling statement and proves it true. State the situation from the piece of literature, what happens/how the situation is addressed, and what the outcome of the situation is to adequately prove your point. Support should be explicit, precise, and deliberately chosen to reinforce your idea in a deliberate and meaningful way. Do NOT summarize the text!!!!
c. EXPLANATION: FOR EACH EXAMPLE INCLUDED, qualify the connection between your controlling statement and your example – how does your example support the controlling statement of your paragraph? Communicate how the example demonstrates, develops, and/or reflects the idea from your controlling statement.
Explain the importance of the quotation you used. YOU are the expert – it is YOUR job to explain all connections and revelations in the example(s). These connections need to relate back to the thesis statement. EXAMPLES WITHOUT STRONG
CONNECTIONS MEAN VERY LITTLE!! Build in the links as you go.
d. CLINCHER: Sum up your paragraph’s point/argument as it relates to the controlling idea of your essay. Remind your reader about the point you have made in your paragraph. In addition, attempt to also create a transition into your next paragraph.
Transitional devices from paragraph to paragraph help to make your writing flow together and become more understandable.
III.

CONCLUSION
a. SUMMARIZE your main points; restate your controlling ideas/thesis (look at your clincher sentences to help you). It may help to reverse the format of your introduction: restate your controlling idea/thesis statement in your first concluding sentence, then wrap-up the response without introducing new ideas.
b. THINKER: End with a thought provoking statement on your topic that will leave your reader thinking about and with an impression of your overall argument – this should be a strong statement that sums up your overall argument. Say something “quotable”.

English Language Arts

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Bow Valley High School