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What is a reading response?

Reading response = slightly more personal literary essay = personal examination of a text = 1 type of blog post (not all your blog posts will be reading responses)

How do I write one:

Just like with any writing piece, you should follow the writing process: prewrite/brainstorm, draft, revise, proofread and edit

1. First, be a thoughtful reader. Read with your pen; take notes as you read. Mark important passages. Track themes and characters in a text.

2. Brainstorm what you want to write about. Review your annotations and reread parts of the text. Then make a list or web of observations, inferences, and interpretations of the text that you want to further explore.

3. Pick a focus, one major inference or interpretation that you want to further explore in writing.

· Choose a question from the notes I have given you or create your own question. Ex. What is the significance of the title? What does it show about theme in the text? or What important archetypes exist in The Hunger Games?

· Begin with an opinion or idea that the text has been making you think of. 

· Consult our notes where we listed topics for reading responses.

· Choose a question from a list of questions I have created.

4. Plan your draft. Decide how you will structure/organize your ideas; plan out each paragraph.

· One way to plan is using the traditional 5-paragraph essay structure (you can vary the number of body paragraphs yet still follow the same format for each paragraph):

Examples of traditional structure:

Sophia's Reading Response #1 812

Cecilia's Reading Response #1 811

Malach's Reading Response #1 811

Silvia's Reading Response #1 807

· Another way to think of how to structure your reading response is by seeing your writing as a journey you are taking the readers on. What does the reader need to know first? Second? Third, etc? How can you take the reader on a smooth journey? 

5. Revise. Get another student or adult to read your work. Sign up for a conference with me during Zero Period or class to go over your draft. Figure out how you can RADIFY your response. What other elements can you add?

6. Proofread and edit. Make sure your spelling, punctuation, and sentence structure are correct. Ways to help you: use spell check; print out your draft and read it with a pen in hand. Make changes directly on your draft.

7. Publish your final draft on your blog.

Rubric for Blog Posts: Here is the rubric that I will use to assess your writing.

Criteria	Score/Comments (0-5 pts)
1.       Author’s Purpose/Focus: writer wrote about one thought-provoking focus; focus is clear throughout
2.       Details/Elaboration: writer supported main idea with variety of relevant details (textual evidence, personal details, deep thinking, sensory details, etc.)
3.       Organization: paragraphs are organized in a smooth, intentional way; there are smooth transitions between sentences and paragraphs
4.       Voice/Tone/Creativity: writing is authentic and unique to the writer; language is appropriate for the audience; writing is creative and interesting
5.       Grammar/Conventions: the writer has proofread the work; spelling, capitalization, punctuation, and grammar are correct

Nonfiction Reading Responses

Just as you did for the reading response on Hurricane Sandy articles, you will be reading, annotating, thinking critically, and writing a reading response on 1 or more related articles; this time you get to read articles on topics of your choice. You may also write about a nonfiction book: memoir, biography, book of essays, or any informational text; focus on one chapter or the whole text.

From now on, you will have to write at least one reading response on nonfiction every month. 

In your response, include at least 2 quotations from the sources. Make sure you cite your sources and include a Works Cited at the end. Also, hand out the annotated text and/or research notes.

Here is one way to organize your response; feel free to be more creative and use a more personalized structure:

Part 1: Include a brief 1 paragraph summary as your introduction; be sure to accurately write down the title and author. What does the author want you to know? What is the overall main idea of the text? Answer the questions who, what, where, and when?

- use sentence starters such as:

· According to…

· The author states/shows/explains/reports/informs/demonstrates…

· The author wants me to know…

· Based on…

· This article taught me…

· This article shows me…

· One example of… another example of…

Part 2: Write at least 2 body paragraphs that are an analysis of the evidence in the text. Be sure to use direct quotations as well as paraphrases. 

  What does the author want me to feel and think? What are my inferences, thoughts, opinions, and feelings? How does the author convey his message (writing techniques)?

  Evaluate the author’s purpose and bias (unfair judgment of a particular subject).

a.     Does the author use “loaded” words that are highly opinionated?

b.     Who is quoted in the article? What do their perspectives add to the articles? Whose perspectives are missing or misrepresented? Why?

When responding to and elaborating on excerpts in the text, introduce

.and provide context for quotations.

  Use transitions and signal phrases such as     

a.     One example that shows…

b.     Name, profession or brief description, 

c.      (ex. Ishmael Beah, former child soldier, states…) states/asserts/implies/believes/ that…

For elaborating on the text, use sentence starters such as:

a.     This shows/proves/demonstrates/illustrates…

b.     This part of the text makes me think/wonder/feel…

c.      The author wants the reader to…

d.     The author shows bias by…

e.     Also, in addition, another…

· Be sure to incorporate sources correctly. See handout on incorporating quotations. 

Part 3: Write a conclusion. Refer to the note-taking worksheet for guidelines on writing.

 Synthesize or make sense of what you have noticed so far, and make conclusions.

1.     How has this article changed your thinking?

2.     How does it compare and contrast to your life and the world in general?

3.     What does the text make you question and wonder? What would you like to further research?

4.     Use sentence starters such as:

a.     After reading this article, I have realized/concluded/decided/recognized/come to understand…

b.     This article has made me appreciate/acknowledge…

c.      This reminds me of/makes me think…

d.     This is similar/different from…

Choose articles that are:

· current

· from valid, professional, trustworthy sources

· appropriate for class

· of high interest to you.

Recommended sources for nonfiction articles:

http://www.nytimes.com/

http://www.newyorker.com/

http://www.wnyc.org/

http://www.brooklynpaper.com/

http://www.timeforkids.com/

http://www.scientificamerican.com/

http://teacher.scholastic.com/activities/scholasticnews/index.html

http://upfront.scholastic.com/

http://www.pbs.org/newshour/

http://www.rollingstone.com/

http://www.teenink.com/

Outline for Reading Response

I. Introduction: a. Lead: b. Title and author; brief context or background: c. Thesis/Focus (overall interpretation):

II. Body: a. Paragraph 1 (observation/inference): * One important observation or inference that supports my focus is: * This is shown in (relevant evidence/quotation from text): * This quote shows that: b. Paragraph 2 (observation/inference): * One important observation or inference that supports my focus is: * This is shown in (relevant evidence/quotation from text): * This quote shows that: c. Paragraph 3 (observation/inference): * One important observation or inference that supports my focus is: * This is shown in (relevant evidence/quotation from text): * This quote shows that:

III. Conclusion: i. How does the text relate to you, the reader, the world, and/or another text? ii. What do you think the reader should think, feel, or know about your topic?

Here’s a review on how to write purposeful body paragraphs:

1.      Begin with topic sentence which states the main idea of the entire paragraph

2.      Begin to explain the topic sentence by providing some context from the text and setting up textual evidence

3.      Provide textual evidence/quotation that clearly supports and explains the topic sentence

4.      Elaboration: Explain what the quotation means and how it supports the topic sentence and overall thesis (if there is one). This seems to be the most difficult part for writers; follow these guidelines to help you:

a.       Make sure you have chosen the best quotation to explain your main idea

b.      Analyze and unpack the quotation first; you need to think deeply about it – what does it mean? What does it make you know, think, and feel?

c.       Ways to help you unpack: reread and rethink, brainstorm on paper, talk about it with peer or teacher

d.      Sentence starters to help you connect to the quotation:

· This shows, expresses, communicates, proves, makes clear that…

· This part makes me think, realize, feel…

5.      Concluding sentence: connect back to the topic sentence and evidence; make sure you have made your main idea clear to the reader

Example of a good paragraph:

             Joby’s main problem is that he feels weak and unsure of himself as the drummer boy. In the beginning of the story, he is sleeping on the ground under orchard trees and is startled by a peach stone falling on his drum; after he calms down, he turns “the drum on its side where its great lunar face peered at him whenever he opened his eyes.” Joby seems small and insignificant compared to the “great lunar face” of the drum; this shows how he feels about being in the war, small and insignificant. Also, he keeps opening and closing his eyes and facing the drum which indicates that he feels awkward and unsure of what to do with it. This is the greatest problem he is confronting, not knowing what to do with the drum; however, later in the story, he will learn that he has power as the drummer boy.

Reading Response by Cecilia

How does this book help you to think about social issues you care about or causes you are committed to?

               The book "Time of the Witches" helps me think about how there are many orphans in the world. The main character Drucilla  along with her best friend Gabe grew up together. When Dru was born her mother died, and a few years later her father died also. Dru and Gabe were raised by Gabe's parents until they were around four, and Gabe's parents died during a smallpox epidemic.Both children were left orphaned and they were taken care of by people in the village that offered to take care of them.
 
             The book makes me think about the many children that are left orphaned at a young age. Dru was raised by Gabe's parents. After that they were just raised by neighbors who offered to take care of them. This connects to real life because children are left orphaned and sometimes family members or neighbors take care of these children.Eventually in the book Dru, and Gabe get separated. The townspeople have a meeting to decide where Dru and Gabe will go since the family they were living with were going to move away somewhere else and didn't want to take take them too. They both are sent for by different people and they end up having to go work for different people.

        This book relates to social issues I care about because I think that it is unfair that some children are left orphaned. Even though its not really their choice to end up like that.Also because I think that its unfair how the townspeople in the book decide where they can stay.In real life its alike because if there are not family members that can take care of them or that can, but don't want to then the children get sent elsewhere to an orphanage.The book gives a detailed explanation of what Dru had to go through growing up and living with different people. For example when she had lived with a famliy that had some children and their house aught on fire while they were inside. After that Dru and Gabe had gone to live with an elder woman, and after a few years of living with her and being taught by her she suddenly died.

      The book relates to the life an orphaned child can have. . Also that the fate that the child could be destined to might be decided by others. It made me think more about what other children go through.I realized how many children could be leading a life that is very hard for them. Another thing is that I was able to see what the life of a child that was left orphaned at a young age would be like. Along with all the other obstacles that the child could be facing.

Reading Response by Rebekah

The book The Witch of Blackbird Pond by Elizabeth George Speare takes place in 1687 and is about social problems that are as big an issue today as they were back then. In this book, people are judged for being different and for hanging out with “different” people. People think Hannah, one of the main characters is a witch. She’s a Quaker so people in the town don’t talk to her. They thought she was a “witch” for having a different religious belief so people grew scared of her and made up lies about her. They didn’t even know her but they still judged her. They spread rumors which affected not only Hannah, but the people who hang out with her, and the people in the town who are forced to believe it because everyone else does.

 Kit, a girl who just moved to the town to live with her family, doesn’t believe Hannah is a witch. So she meets her and realizes how nice she really is. But her family forbids her to see Hannah again. This is only because they have never met Hannah, and have only heard things about her that aren’t true. This happens a lot in the real world and it is known as gossip. A lot of kids spread hurtful rumors about people that aren’t true, and after hearing them, other people don’t want anything to do with that person. Hannah didn’t have the same religious beliefs that the people in her town did. They assumed she wasn’t one of them, and that she was a witch. People now aren’t as judged on religion as they were in 1687, but on dumb reasons like looks, clothes, and money. Being judged is hurtful and can lower your self-esteem and lead to depression and worse.

In this text, Hannah doesn’t let the judging get to her. It is hard for many people to ignore being judged, both in 1687 and now. I can understand how people get judged on their actions and personality, but looks, clothes, and money aren’t always things that people have control over and it’s not fair. People have to overcome the name-calling from a young age to adulthood. All over the world, people judge each other, every age and every gender. Judging is a form of bullying and it happens in every time period

Reading Response by Jacob

Critical Question #9: How different are people allowed to be in this text? Does it assume everyone is happy and good in the same ways?

          The Perks of Being a Wallflower by Stephen Chbosky is about Charlie, a high school student who faces many different problems.  Charlie becomes friends with a group of seniors, within his first month of being in high school. The seniors that he befriends are different from other high school seniors, in the sense that they don't care as much about popularity, and more of just having fun and doing what they want. They change Charlie from when they first met him and he was shy and sad, to the end of the year, where Charlie became comfortable with himself and understood life in general, better. Though, after reading this text, I have seen that many people are allowed to be different and be accepted for it, but that is only depending on where you fall in society, and depending on that, you may not be allowed to be different. I also saw that the book does not assume that everyone is happy and good in same ways.

           In the book, different people are accepted for different things. Patrick (Charlie's friend) is openly gay.  He is accepted for this, and is not bullied, or disliked for this.  But Brad, who is the highschools quarterback is also gay, but not open about it.  Soon, Charlie catches Brad and Patrick together, but he is the first person to find out, and is told to keep it a secret.  I think this is interesting because it is implying that in this book, people will jugde you based on what is expected from you. Since Brad is a stereotypical jock, people do not expect him to be gay, so he wants to keep it a secret, but Patrick is not athletic, so it is okay for him.  Overall, depending on the kind of person you are will be how you are accepted for certain things.

          In the book, it does not assume that everyone is happy and good in the same ways.  For example, when Charlie goes out with Mary Elizabeth (one of the girls apart of the senior posse that Charlie hung out with), his relationship doesnt work because Mary Elizabeth gets happy from talking politics, and getting books that would be bought from a store.  But Charlie doesnt feel the same way. Charlie instead finds joy in recieving the actual copy that you read, and you liked, and Charlie doesnt seem to care much for politics and arts. I liked this because even though Charlie felt this way, he kept his relationship going with her. He would dislike her, and sometimes not even want to talk to her, but he still kept the relationship going. All in all, people in the book were not happy in the same ways.

          In conclusion, people in The Perks of Being a Wallflower are allowed to be different depending on who they are, and are happy and good in different ways.  The book shows that in a high school, getting judged for who you are and what is expected of you happens a lot.  It is interesting because people in the book do not care if you are gay, but they care if you arent the kind of person who is gay.

Nonfiction Reading Response by Amelia

Michelle Obama has a huge influence on new fashion trends. The article "Michelle Obama Influences the Fashion Industry" describes that news reporters and just the general public all wait for big events and just normal days to see what Michelle Obama will wear. The public see what she wears and then go out and buy similar clothing. Michelle Obama really has the power to decide who can become the next great designer and also what will trend next, but why?
     Michelle Obama chooses what will trend next and creates more famous designers. Michelle Obama uses lesser known designers according to the article and after she is shown wearing that designer everyone has to have clothes from that designer then everyone knows that designer. In one year alone Obama "raised over 2.7 billion dollars in revenue for 29 different fashion designers just because she wore their clothing and the masses went out and bought similar clothing that Obama wore. Some fashion companies saw their stock rise over 25% during that same period," (1). Obama has power in the fashion industry.
     Why is it that famous people are always the influences? In my opinion I think it's not so great that famous people are influencing the world. Sure it's great because it helps out the fashion industries of lesser known designers as well as other industries but if everyone owns the same pair of shoes or the same dress then it's not original. The first thing people can tell about your personality is by looking at what you wear. The things you wear should be not only things you like and think look pretty but should also reflect who you are as a person. People buy the clothing that famous people wear because they wear them not because it reflects them. "Obama’s fashion choices are chronicled almost on a daily basis as many within the industry and the media wait to see what she will wear next whether it’s for a huge event or just daily wear," (1), people live for this just to see what a famous person will where to this big event or to this place.
     After reading this article I have realized how big an impact Michelle Obama was to the world but it's not only her that has a big impact on the world. Almost all people who have been recognized for something like they were in a movie, there a singer, or they are like in this case married to the president have influences on well everything we do not just fashion. All this influencing just sucks a lot of the originality out of our fashion choices and everywhere we go.

Nonfiction Response by Anya

Charles and Emma Darwin made an interesting couple.  They were very similar in many ways that brought them together.  For instance, they both had a large interest in books, specifically their favorite, Paradise Lost.  They both were very curious and interested in learning new things.  Still they were very different people.  Their personalities were very different and they both had opposing beliefs.  It's amazing that their love for each other kept the marriage together.  

Charles for one was and organized scientist.  Charles liked everything in order and where it was supposed to be.  He kept his writing and notes in neat little notebooks.  Each had a special category and each had it's own specific letter.  Charles was, "an organizer, a collector, and a list maker." (Heiligman 37).  Emma on the other hand was messy and unorganized.  She was even called Little miss slip-slop at times.  You would think that Emma's messiness would get on Charles nerves but it didn't.  Instead Charles's love drove him to, "give up all his natural taste for tidiness"(Heiligman 91) according to his daughter and that he would, "not allow himself to fell annoyed by her calm disregard for such details" (Heiligman 91).  Although they had conflicting viewpoints on organization, their love removed that barrier.  

Another way why they were different was their beliefs.  Emma was a good Christian and devoted one too.  Charles was and scientist who had other things on his mind.  Specifically he was questioning G-d's role in the creation of species.  He was exploring evolution and moving a way from Christianity.  This bothered his wife Emma.  She believed that she would go to heaven and he would go to hell so they couldn't meet in the afterlife.  She was, "in agony over her husband's lack of faith." (Heiligman 99).  Although he didn't change his mind, her letters begging him to pray moved him and he still loved her and they continued to have a good time together.

Although the Darwins may be different, their love held them together.  When her clumsiness clashed with his neatness he made himself more tolerant of it.  For a while when she was anxious about his faith he went to church to satisfy her.  They soon learned that he wasn't going to change and they accepted that.  Any problems they had were solved by their patience.  Fighting was never an option for them and that should be the situation for many couples.  They should read about Charles and Emma's relationship and try to be understanding of each other like they were

Nonfiction Reading Response by William

Recently in Mexico City, residents have been encouraged to come to the Basilica of Saint Mary of Guadalupe to trade in their weapons for cash, and so far, the program is pretty successful. And the weapons that can be traded in are not limited only to guns, but also ammunition, air guns, and also grenades. Part of the reason why the program is successful is because it is at the Basilica. This makes people feel more confident to turn in their weapons at a holy place. So far, the program has collected about 3500 guns.

            Recently, gun violence in Mexico City has gone down considerably. Mexico City has a population of about nine million, and in 2012, there was an average of two killings a day by guns. This sounds bad, but surprisingly, it is a lot better than some of the major cities in the United States. Also, Mexico’s gun laws are very strict. For example, the one legal gun shop in the country is run by the Army. Also, the types of guns that people are allowed to buy are very limited, and you need a permit to buy a gun. You also need a permit to privately sell guns, and to carry a gun outside of your home. As you can see, Mexico is a pretty gun-safe country, and it is only getting safer.

            On the other hand, the United States is practically on the complete opposite track. For example, in the United States, whether or not to put stricter bans on guns is under a big debate. Also, compared to Mexico’s fifteen guns per one hundred people, the United States approximately has ninety nine guns per one hundred people. This is almost seven times greater than Mexico’s rate. Lastly, the Mexican Government says that in the United States, there have been about fifty thousand gun deaths in the past six years. As you can see, gun violence is a lot worse in the United States than in Mexico.

            In conclusion, the United States is very behind on reducing gun violence, which is a very important thing. Mexico on the other hand, has very good gun laws, and is still even trying to make it safer. Hopefully, we will soon decide to pass laws that will make the United States safer from gun violence.

Non-Fiction Response by Zozi

            

            It is hard to imagine the injustice that comes with animal entertainment. According to the article “The Cruelest Show on Earth” a group of investigators followed and exposed the practices of the Ringling Bros circus show and, exactly they treat their elephants. The investigators discovered objects used to “train” the elephants include: bull hooks, whips, electric shocks, Three-day train rides without breaks. It truly is tragic to imagine elephants suffering and risking their lives for the entertainment of people.

                         As I stated before items such as whips, bullhorns and electric shocks are often used to abuse elephants in order to prepare them in their circus shows. The trainers can’t even argue, these methods have led to traumatized elephants which according to the article explain why they sway side to side. Even worse is the fact that elephants also die from these methods. The opposing side might argue that it is what the people want to see but, they aren’t even aware that these horrific crimes occur. “Kenny the elephant died shortly after coming down with a illness and left untreated” (1). Fortunately people have become aware of these crimes and it was indeed the people who found out that Kenny was dead not the circus making it aware to the public. Further more people have led boycotts and started originations in order for reforms and more investigators to go into effect and change these cruel methods.

                          In conclusion, Elephants secretly are abused by trainers to “train” them for their show. It is horrible knowing that someone’s entertainment is something’s pain and sadly enough, this has been occurring for a while. It is time to change this and follow in what others have done such as: boycott and start organization’s to get their opinions and reforms in effect.

Sources

Nelson, Deborah. "The Cruelest Show on Earth." Mother Jones. Nov/Dec 2011: 48. SIRS Issues  Researcher. Web. 13 Feb 2013.

URL: http://sks.sirs.com/cgi-bin/hst-article-display?id=S44-4241H-0-9390&artno=0000341698&type=ART

Reading Response by Krishna

            In the book The Hobbit by J.R.R Tolkien I thought the theme of always working together was very important. I also agree that in real life it is teamwork that makes a person who he or she is.

            Throughout the book Bilbo and his friends all face many troubles. When Thorin was captured by the spider demon, Bilbo and the other dwarves went to save him. Teamwork is what allowed them to save Thorin and defeat the demon. While some dwarves were holding the net the others were stabilizing the bridge, so their leader could make it back safely. If the bridge wasn’t being held up then I am pretty sure everybody would have died right there on the spot.

            I can also connect teamwork to real-world connections. People may think teamwork is just a way to get things completed in shorter amounts of time, but it is more than that. Teamwork is very special because if the cooperation of one person or thing can really make a difference. If there was no teamwork in the world then the world will start collapsing one by one with the domino effect. People will continue to become independent and wouldn’t need anybody in their lives. When I was back in Kindergarten and 1^st grade I had HORRIBLE English. Thanks to the “teamwork” of my friends and teacher I speak English much more fluently than my own language, and one day I will probably be fluent with my own language.

            Therefore, teamwork is a very big deal. Without it life wouldn’t be right and Bilbo expresses that in The Hobbit by protecting his friends.

Critical Thinking Questions for Social Action

1.   Is this story fair? Why/why not?

2.   How does this text address the points of view (perspectives) of other groups, especially those who usually don’t get to tell their side?

3.   How does this text make you think about justice in the world?

4.   Whose perspective is missing in this text? What would it be like if we put it back?

5.   How does this text deal with individuals and groups? Are the people acting alone and in competition with one another, or does the text help us imagine people working together?

6.   How does money figure in this text?

7.   Are there groups you belong to in this text? What do they look like here? If your own groups are missing, what would they say if they were in the book?

8.   What really hard things are happening in this text? Are these things happening in the world now? Where?

9.   How different are people allowed to be in this text? Does it assume everyone is happy and good in the same ways?

10.                     If the character in your book has problems, can you see how those problems are about having or not having money, struggling with others for power, or being cheated or helped by society’s rules?

11.                     Who has “power” in your text? How does that power get shown?

12.                     At what points do you notice yourself resisting the book, characters, or author? What does your resistance say about the book, and what does it say about you?

13.                     How does this book help you to think about social issues you care about or causes you are committed to?

From For a Better World: Reading and Writing for Social Action by Randy Bomer and Katherine Bomer

Questions/Topics for Reading Responses

Noticing Important Details in Our Texts
We’ve been practicing the art of reading slowly, thinking deeply about texts, and annotating. Here are some questions to help you think more deeply about different aspects of texts. If you improve your thinking, you will improve your annotating, and thus you will improve your writing. You can choose 1 question to answer in a reading response. Otherwise, you can also develop your own questions for your book.

Looking Deeply at Characters
Readers know characters through how they look, what they say, how they act, and how others react to them.
Identify types of characters. A protagonist is the main character in a literary work who the reader often sympathizes with; he/she often goes on a journey (abstract or physical) in which he/she struggles and changes; an antagonist is a person who is opposed to, struggles against, or competes with the protagonist.
a. Evaluate the characters:
➢ What are the characters’ strengths and weaknesses? Beliefs and values (things that are important to the character such as family or helping others)? Important and admirable qualities/characteristics?
➢ What are their problems? How do they deal with them? What does this show about them?
➢ How do they develop and change or resist change? What do they learn throughout the book? What discoveries and realizations do they have?
➢ How are the characters’ names significant and/or symbolic?
➢ What difficulties (conflicts, moral dilemmas, etc.) do the characters deal with? How are they dealt with? What does this reveal about them?

b. Look at environment and relationships:
➢ How does the setting/environment in which they live affect them?
➢ How do they interact with other people? Who are her friends, families, enemies, etc.? What do the relationships show about him/her?

c. Make personal, text, and world connections:
➢ What do you like and/or dislike about the character? When have you had a similar emotion, thought, or experience as one of the characters?
➢ Who does the character remind you of (other characters or people you know)?
➢ What do the characters represent or symbolize (ex. Fern represents the voice of the author; Wilbur symbolizes childhood innocence)?

Setting: the where and when – the physical context – of a text. It includes larger settings such as United States, Brooklyn, etc. It also includes smaller setting such as a bedroom, park bench in Prospect Park, etc.
a. Where and when does the story take place? How does the setting affect the characters, plot, and theme? Why did the author choose this setting?
b. Is the geographical location important (ex. culture, weather, land, etc.)?
c. How is the setting symbolic?
d. What is the mood/feeling? Why is it significant?
e. What are important aspects and details of the setting?
f. What is the society like? What are the rules of the society? What is the culture of the people like?
g. What do you know about the historical period in which the story takes place? How does it affect the characters, theme, and plot?




Making Deep and Authentic Connections
a. How did the story make you feel? What did it make you think about?
b. What are your favorite and least favorite parts? Why?
c. What ideas do you agree/disagree with? Why?
d. What does the book represent in your life? How does it reflect you?
e. How is the book changing you?
f. What has this book taught you about living life? About writing?
g. How does the book compare to other movies, texts, or moments you’ve experienced?

Structure and Writing Style
a. How does the genre affect the text? Genre is a stylistic class or category of writing, each with its own form and techniques; there are larger, more general categories such as poetry, fiction, and non-fiction. However, within each larger genre are sub-genres. Examples: poetry – haiku, free verse, etc.; prose – short story, novel, article, memoir, essay, letter, etc.
b. What literary techniques does the author use (figurative language, incorporating other genres, symbolism, etc.)?
c. Who is the narrator? What point of view is the text written in (1st person – character narrating – could be the speaker or a made-up character/persona; 3rd person – outside narrator describing events? Why did the author choose to write the text from this point of view?
d. What in the text is symbolic or allegorical (allegory is a literary text in which the characters and events symbolically represent a moment or idea in real life)? Give specific examples. What is the author trying to convey about these symbols?
e. What do you notice about the word choice and other ironic and interesting details?
f. What do you notice and like about the structure/organization of the text?
g. What are the best, most memorable lines in the text? What do you notice/like about them?

Author’s Purpose and Theme - a theme is the message or lesson that the author wants to convey to the reader
a. What are the messages, morals, and/or lessons taught?
b. What is one important social issue or topic (family, discrimination, etc.)? What is the author trying to show you about this issue? What does the text show about the world and life in general?
c. How does the title relate to the text?
d. What is right or wrong, fair or unjust in the text?
e. Reflect on the ending of the text. Why did the author end the book this way? What significant questions and ideas are presented? What conclusions can you make about the characters and themes?
f. Why is this text important in the world? What is the universal message?
g. What does the story mean in terms of nature, the human condition, one individual, or particular institutions?
h. Why do you think the author wrote this book? Why did she make the choices she did (characters, setting, etc.)?
i. How does the book connect to other work by this author?
j. How does the book reflect the author’s life, beliefs, feelings, and/or ideas?
k. How does the book connect to the time period within which it was written? How does it tie into history and the word?