Approach to Literature Critical Reading and Writing

Critical Reading ▪ Engage and set a purpose ▪ Question – What is stated? – What exists beyond the surface/implied? – What info is needed for inferences? – What biases/perspectives exists? – What conclusions are formed as to meaning?

Read to Assess ▪ Meaning – Interpretation of work ▪ Value of ideas presented – Use/effects of language ▪ Connotation/Denotation ▪ Tone ▪ Point of view ▪ Structure ▪ Style ▪ Nature of themes

Reader Response Strategies ▪ Many ways to respond to text – Glossing/Annotating – Brainstorming to Questioning – Free Writing – Journal Writing – Dialectical Journals – Think Writing

Glossing/Annotating ▪ 1 st Read: Overview/Understanding ▪ 2 nd Read: Notes/Thoughts ▪ Annotating = Notes (underline, circle, margin notes, highlight, etc.)

Brainstorming to Questioning ▪ Very informal ▪ Unconcerned with conventions ▪ Broad overview in brainstorm ▪ Use brainstorm to craft questions

Free Writing ▪ Slightly more formal than brainstorming ▪ Structure/format inconsequential ▪ Unconcerned with conventions

Journal Writing ▪ More structured than free write ▪ Often in response to prompt ▪ May center on any number of topics from character to language to non-fiction relationships

Dialectical Journal ▪ Moves beyond summary ▪ Two column journal – Left side: facts, key points, quotes – Right side: responses, feelings, associations, questions, comparisons, interpretations

Think Writing ▪ Formal response ▪ Paragraph/Multi-paragraph format ▪ Concerned with conventions/objective measureables

When Analyzing Lit, Always Remember… ALL literature represents: ▪ A moment in history/culture ▪ A moment in writer’s life ▪ A moment in reader’s life ALWAYS return to primary work to justify analysis

Writing Process ▪ Stages – Prewriting: planning/brainstorming – Shaping: organize brainstorm into outline/planning – Drafting: focus on organization/development/fluency – Revise/Edit: sharpen language, sentence structure, style; rearrange/delete for clarity – Proofread: check grammar, spelling, punctuation – Final Draft

Role of Peer Evaluator ▪ Provide initial reaction: emotional response to work or parts of work ▪ Indicate organizational strengths/weaknesses – Outline for understanding ▪ Provide Evaluative Response (see handout)

Types of Literature-based Essay ▪ Response ▪ Explication ▪ Compare/Contrast ▪ Argumentative ▪ Critical Analysis ▪ Evaluation/Review ▪ Research

Response Essay ▪ Reader’s emotional response ▪ May relate to specific element of story or to more broad overview

Explication Essay ▪ Careful analysis of work for meaning ▪ Sequential movement through text ▪ Analyze aspect of work/technique that create theme

Compare/Contrast Essay ▪ Can compare, contrast, or do both ▪ Two main organizational patterns – Block/Side-by-Side: ▪ Treats first one text, then the other in successive paragraphs ▪ Can limit effectiveness; confuse reader – Alternating/Point-by-Point: ▪ Each of body paragraphs presents treatment of key topic in both works

Argumentative Essay ▪ Presents point of view, opinion/position, reasons, supporting evidence ▪ Counterargument(s) needed ▪ See handout for common organization

Critical Analysis Essay ▪ Analyze literary work based on single principle, i.e: – Theme – Character – Style – Specific technique ▪ Isolate single level or work and analyze function and impact

Evaluation/Review Essay ▪ Focus on determining effectiveness of work ▪ See handout for common organization

Research Essay ▪ Involves searching beyond text for info that expands understanding ▪ Can explore: – Biographical – Historical/Cultural/Political/Philosophical/Sociological background – Reading of criticism on work – Reading of specific form of literary criticism (Legacies, App. B, pg. 1350)

Things to Consider… ▪ Critical Reading – What is it? ▪ Connotation/Denotation ▪ Tone ▪ Point-of-View ▪ Structure ▪ Style ▪ Theme ▪ Annotation – Order of… ▪ Literature represents… ▪ The Writing Process is… ▪ Peer Evaluator - What the heck do I do?