Writing a Nonfiction Reading Response

Writing a Nonfiction Reading Response

After reading, rereading, annotating, and discussing a text, you are ready to synthesize the text and communicate your interpretation through writing. As part of our ongoing reading and writing practices, you will be writing a reading response (a.k.a. analysis essay) to an Upfront article, at least 1 feature article of your choice. You will publish the final draft on your blog. Here is a suggested structure:

Part I / INTRODUCTION. OBSERVATIONS: Introduce the text and write a summary: What does the author want me to know? What are the most important main ideas? What is the central idea or overall theme? Write the central idea at the end of this introduction. Follow guidelines in Writing a Summary handout.

Part II / BODY. INFERENCES/ANALYSIS/EVALUATIONS: Write 2-3 paragraphs supporting the central idea of the text. Also, include 1-3 details from the text in each body paragraph. Here are some ways to focus and organize the body paragraphs:

1. What are the most important main Ideas that support the overall central idea? What is the most important evidence that prove these main ideas?
1. One important main idea is… An example of this is…
2. Another important main idea is… An example of this is...
2. What does the author make you feel and think (inferences, opinions, and feelings)? How does the author do this?
1. The article makes me think… This is shown in...
2. The text also makes me realize… The example that supports this is…
3. How does the author convey his/her message? Focus on structure, writing techniques, and/or evidence.
1. The author quotes many experts in order to…
2. The pictures in the text prove/illustrate...
4. How does the word choice support the central idea?
1. The author mentions many young black men, such as Michael Brown and Freddie Gray, who have been killed because of encounters with the police. She does this to show…
2. The word ___________ is repeated several times because...
5. Evaluate the author’s purpose and bias (unfair judgment of a particular subject). Remember, nonfiction is not the truth, but someone’s perspective on the truth. We have to be alert to the author’s biases, the validity of texts, and how an author may manipulate our emotions. Write each body paragraph on a different example of author’s bias:

• Does the author use “loaded” words that are highly opinionated?
• Who is quoted in the article? What do their perspectives add to the articles? Whose perspectives are missing or misrepresented? Why?
• What images or text features are used? Why?

Part III / Conclusion (at least 2-3 sentences). In the final paragraph, synthesize or make sense of what you have noticed so far, and make conclusions. Focus on 1 of the following:

• How has this article changed your thinking?
• How does it compare and contrast to your life and the world in general?
• What does the text make you question and wonder? What would you like to further research?
• Use sentence starters such as:
• After reading this article, I have realized/concluded/decided/recognized/come to understand…
• This article has made me appreciate/acknowledge…
• This reminds me of/makes me think…
• This is similar/different from…
• Based on this text, I strongly believe…
• Before reading this I thought… Now, I think...

More guidelines on writing a reading response:

1. Read the text slowly and carefully; annotate. In order to write well about a text, you need to read it closely and think about it.
2. Create a synthesis page to explore your ideas and broaden your thinking on the text. Plan and draft your response.
3. When responding to and elaborating on excerpts in the text, introduce and provide context for quotations. Use transitions and signal phrases such as:
1. One example that shows…
2. Name, profession or brief description, (ex. Ishmael Beah, former child soldier, states…) states/asserts/implies/believes/ that…
4. For elaborating on the text, use sentence starters such as:
1. This shows/proves/demonstrates/illustrates…
2. This part of the text makes me think/wonder/feel…
3. The author wants the reader to…
4. The author shows bias by…
5. Also, in addition, another…
6. In this example, the author proves/shows/makes clear...

TASK: Read and annotate the sample responses. Note structure and craft. What ideas does it give you for writing a reading response.

Ms. Galang’s Nonfiction Reading Response: Body Cameras

Officer Darren Wilson was not charged with a crime in the death of Michael Brown. This outraged many people across the country who believed this was an act of murder. However, it is difficult to know for sure what happened that night since the incident was not recorded on video. The article “Should Police Wear Body Cameras?” by Veronica Majerol suggests that if police use body cameras, the public can better understand what exactly unfolds in the many fatal encounters at the hands of police officers.

According to the article, one benefit of using these devices is providing evidence in cases between police and civilians. Majerol states that “research shows that body cameras can help de-escalate tense situations and make both officers and civilians behave better” (6). This shows that people are more likely to stay calm and act responsibly if they know they are being recorded. Jason Parker, a police chief in Dalton, Georgia would probably agree. His department has been using body cameras for the past four years and believes these devices can help show the public that the officers are using restraint (7). These reasons prove that body cameras can benefit the police department and civilians.

The difficulty in this relatively new practice is it raises questions of privacy. While the Fourth Amendment protects Americans from unnecessary police searches, there is no mention of being recorded in public. This shows that it is unclear whether or not it is appropriate. One instance of possible misuse of body cameras is in Seattle where one police department has created a YouTube channel to share its videos with the public. Jay Stanley of the ACLU supports body cameras but questions if extremely dramatic situations dealing with victims of crimes should be published in this way (7). This shows that victims may not want to publicize footage from these cameras.

With the recents deaths of Michael Brown, Eric Garner, Walter Scott, and Freddie Gray in the hands of police officers, a solution like body cameras seems necessary. Majerol’s article reveals that while our privacy is at risk, it may be a worthwhile sacrifice which would ultimately allow us to view encounters between police and civilians, thus providing solid evidence in cases where fatalities or other conflicts occur. Perhaps these cameras can also help prove to the public that police are fair, professional, and accountable.  

Student Nonfiction Reading Response

                   "Take a 15-minute trip to a Big-Box store and you'll see the Girls' aisle dominated by pink toys" says Anne Mayoral in her article 'What is a "Girl Toy'?", published in MAKE magazine volume 41. According to her, most toymakers unintentionally send the message that girls cannot be good at math and science by rarely making toys directed to girls, that encourage play concerning these traditionally boyish subjects. Girls' whole lives can be determined by the toys they play with, she suggests. Her article primarily describes several ways in which toymakers and parents are trying to change this toy-making trend. In addition, she includes a thoughtful list of "STEAM (science, technology, engineering, art, math)" toys, that are good choices for girls.

       

         The author writes this informative article with compassion and a true belief in her subject. The author has direct experience in the sciences and technology as a rocket scientist, industrial designer and teacher in a hands-on STEAM program for girls. In this concise article she presents two solutions used by toymakers. One option is to make STEAM focused gender neutral toys, or STEAM toys, focused towards girls. She also presents her own personal immediate solution, "instead, the goal is to offer a variety of toys and a chance for hands-on discovery and making, either at home or in the local maker space, and then we let them choose for themselves". Without parents giving a label to girl and boy toys the children get a non-biased opinion on what to play with and who they are supposed to become.

         Even though this article is opinion based, with no scientific evidence, Mayoral's authoritative tone is strong and persuasive. Having no scientific evidence is okay because her professional expertise is evident by her credentials. It would have strengthened  the article however, to have included a personal narrative. What toys did she play with when she was a kid, and what was her parents opinion on gender based toys?  I personally agree with her suggestion, because I have an experience of my own. One of my summer camps involved a lot of woodworking and using power tools. Regardless of anyone's age or gender every camper had the same opportunities. What might come as a surprise to most, was that more boys, including me, participated in the knitting activity where as there were more girls participated in the welding activity.

         No one wants woman and girls to think they can't pursue careers in math and science just because when they grew up as kids, they were deprived of these play opportunities. To make her point Mayoral quotes The National Institute for Play: "Play shapes our brains, creates our competencies and ballasts our emotions." I agree with her in every way possible and would add that boys should also not have limits placed on them and have  the freedom to choose what they want play with. She doesn't leave you hanging with her opinion alone, she provides a creative list of toys and projects that will help your daughter expand her imagination way beyond barbies and dollhouses.

Rubric: https://docs.google.com/document/d/1ubgik5cQPMehK0jDS8vTcMSglwRbIHD2NXZcS9U0XT8/edit