1. Critical Review

2. How Do They Compare? Critical Review Intro Paragraph: THE READING, A SUMMARIZING OPINION, and introductory details A general overview of the topic or question(s) of the text, including the importance of the topic or question. Your evaluation of the merits of the text, with brief reasons. An explanation of how the critical review will be organized (thesis). Literary Analysis Attention-getting technique Background information regarding the novel Author and work identification Thesis statement

3. How Do They Compare? Critical Review In Man’s Search for Meaning, Viktor E. Frankl tells the very personal story of his experience as a prisoner in a concentration camp during the Holocaust. He presents this story in the form of an essay in which he shares his arguments and analysis as a doctor and psychologist as well as a former prisoner. This paper will review Frankl’s story as well as his main arguments, and will evaluate the quality of Frankl’s writing and focus on any areas of weakness within the story. Literary Analysis When great teachers are mentioned, most people think of biology instructors, football coaches, Girl Scout leaders, and others in similar positions. However, some of the greatest teachers may be individuals not normally classified as teachers. Roger, a character in the short story “Thank You, M’am” by Langston Hughes, encounters such an unusual teacher on a city sidewalk. Because she is a fearless, trustful, and generous woman, Mrs. Jones teaches Roger a lesson he will remember.

4. How Do They Compare? Critical Review Body Section 1: Summary of contents of reading(s) Literary Analysis Body Paragraph 1 Topic sentence Transitions into support Appropriate examples and correctly-cited quotations Sufficient elaboration of examples and quotations Effective clincher sentence

5. How Do They Compare? Critical Review This section contains a summary of Man's Search. Frankl begins his book by stating that his purpose in writing the book is not to present facts and details of the Holocaust, but to provide a personal account of the everyday life of a prisoner living in a concentration camp. He states, “This tale is not concerned with the great horrors, which have already been described often enough (though less often believed), but…it will try to answer this question: How was everyday life in a concentration camp reflected in the mind of the average prisoner?” (21). Frankl then goes on to describe the three stages of a prisoner’s psychological reactions to being held captive in a concentration camp. Literary Analysis Roger is a would-be thief. About eleven o’clock one night, he runs up behind Mrs. Jones and tries to snatch her purse. When he falls down on the sidewalk, Mrs. Jones “simply turned around and kicked him right square in his blue jeaned sitter”(78). While some women would have avoided confrontation with a stranger under similar circumstances, Mrs. Jones does not. She shook Roger “until his teeth rattled” and then demanded “Pick up my pocketbook boy, and give it here” (78). Mrs. Jones shows no fear in her encounter with Roger.

6. How Do They Compare? Critical Review Body Section 2: Public or Professional Responses, Arguments, and/or Implications (Meanings/Results) Literary Analysis Body Paragraph 2: Topic sentence Transitions into support Appropriate examples and correctly-cited quotations Sufficient elaboration of examples and quotations Effective clincher sentence

7. How Do They Compare? Critical Review As described above, Frankl’s main purpose for writing this book is to present and analyze the average prisoner’s psychological reactions to the everyday life of a concentration camp. His three main arguments are his presentation and analysis of each of the psychological stages that the average concentration camp prisoner experiences: shock, apathy and depersonalization. He bases his analyses of each of these stages on the actions of the prisoners and his own personal thoughts and reactions as he experienced life in a concentration camp. Literary Analysis Not only does Mrs. Jones display courage, but she also proves to be a trusting person. She decides that Roger needs to wash and to eat and that she will take him to her home in order to do so. “I got a great mind to wash your face for you,” (78) she tells Roger. “You ought to be my son. I would teach you right from wrong. Least I can do right now is to wash your face. Are you hungry” (78)? In just a few words, she assumes the role of a teacher and a mother substitute. She not only takes Roger home but she also continues to display a trusting nature once they arrive. When she gets up to prepare supper, Mrs. Jones “did not watch the boy to see if he was going to run now, nor did she watch her purse which she left behind her on the daybed” (79). Roger begins to respond to Mrs. Jones in a positive way. Hughes tells the readers that Roger “did not want to be mistrusted now” (79). Her trust in Roger is beginning to create a relationship between them.

8. How Do They Compare? Critical Review Body Section 3: Evaluation of Quality Using Criteria Literary Analysis Body Paragraph 3 Topic sentence Transitions into support Appropriate examples and correctly-cited quotations Sufficient elaboration of examples and quotations Effective clincher sentence

9. How Do They Compare? Critical Review This section contains an evaluation of Frankl’s book. Firstly, the author is a survivor of the Holocaust and was a prisoner of a concentration camp himself, which gives him the personal insight to be able to comment on the psychological conditions of an average prisoner. However, this also creates a bias and because of his personal experience, he is unable to be entirely objective in writing his analysis. Frankl acknowledges this bias in the beginning of his book, by stating, “Only the man inside knows. His judgments may not be objective, his evaluations may be out of proportion. This is inevitable. An attempt must be made to avoid any personal bias, and that is the real difficulty of a book of this kind” (24-25). Although he is aware of this bias, it creates a partiality that will sway the readers throughout his story and it serves as a minor weakness in his writing style. Literary Analysis This is where you get the chance to provide your evaluation of the text with evidence. You finally get to “tear it apart” or “give it props” in this section. You just back it up with the text.

10. How Do They Compare? Critical Review Concluding Paragraph: THE READING, OVERALL EVALUATIVE CONCLUSION, and concluding details Literary Analysis Concluding Paragraph Summarize in different words the content of the essay Link conclusion to introduction and its attention- getting technique Demonstrate final insight based on original thought

11. How Do They Compare? Critical Review This critical review has evaluated the book Man’s Search for Meaning by Viktor E. Frankl. The psychological theories that Frankl presents are very interesting and he does a good job of illustrating these theories with his own personal experiences. However, his writing is weakened by the presence of bias, the overarching assumptions he occasionally makes, and his sometimes overly technical and verbose language. Literary Analysis Some teachers are brilliant instructors due to their superior education. Others make excellent teachers because they are adept as communicators. Mrs. Luella Bates Washington Jones emerges not from a university but rather from a hotel beauty shop to become Roger’s teacher. Her courage, trust, and generosity communicate more to Roger than mere words ever could.