Writing a Critical Response

How to Write a Critical
Response to a Text

EN 111 Module 3

1.5 Writing Process: Thinking Critically About a “Text”

Thinking critically is crucial to success both in and after school. Indeed, this skill
may be the foundation of all education.

How are writing and reading mutually beneficial?

The more you attend to the language of published writers, the more you will learn
about your own language. The more you attend to your own written language, the
more you will learn about the texts you read.

Summary of Assignment: Critical Response

Select a short “text” for response.

First, read it completely for understanding.

Summarize or paraphrase the main ideas of the text to check for comprehension.

Second, read it critically to determine its purpose, to analyze its use of language (or another element), and to
evaluate it.

Finally, write a short (1–2 pages) critical response to the text, perhaps recommending or not recommending it to
other readers, explaining its significance in a particular area of life or field of study, or even commenting on the
diction or style of the communication and its potential impact on readers.

Identify the components of a rhetorical situation.

Author

Audience

Purpose

Context

Stance

Match

Match the following.

• the person who wrote the text

• the real or imagined group to receive the communication

• to inform, to persuade, to inspire, to entertain,

  or to describe

• the setting in which the text was created

• the author's intellectual or emotional attitude toward the subject

author

audience

purpose

context

stance

• author

• audience

• purpose

• context

• stance

Responding to Analyze

In responding to analyze, consider the following questions:

How has the author constructed this text?

What is the author’s subject, tone, and message or theme?

For what reason or purpose has the author constructed this text in this way at this time?

An analysis provides an understanding of the ways in which the parts of the text form a whole within a rhetorical
situation. Any such response points to important ideas and makes connections to provide textual evidence to
support the analysis.

Analyze this text: As an experiment, read the following statement issued by President
Harry S. Truman (1884–1972) and practice being a proactive reader who focuses on comprehension,
the rhetorical situation, and critical analysis of the passage:

Sixteen hours ago an American airplane dropped one bomb on Hiroshima, Japan, and destroyed its
usefulness to the enemy. That bomb had more power than 20,000 tons of T.N.T. It had more than two
thousand times the blast power of the British Grand Slam, which is the largest bomb ever yet used in
the history of warfare.

How do the parts of the text form a whole within a rhetorical situation?

What is the context of the text?
Who is the speaker?
Who is the audience?

Open Ended

Describe the context for President Truman's text?

Analyze this text: As an experiment, read the following statement issued by
President Harry S. Truman (1884–1972) and practice being a proactive reader who focuses
on comprehension, the rhetorical situation, and critical analysis of the passage:

Sixteen hours ago an American airplane dropped one bomb on Hiroshima, Japan, and destroyed its
usefulness to the enemy. That bomb had more power than 20,000 tons of T.N.T. It had more than two
thousand times the blast power of the British Grand Slam, which is the largest bomb ever yet used in
the history of warfare.

What is the purpose for this text, i.e. how does the speaker want the
audience to feel?

Open Ended

What is the purpose for Truman's text? How does he want his audience to feel?

Analyze this text: As an experiment, read the following statement issued by
President Harry S. Truman (1884–1972) and practice being a proactive reader who focuses
on comprehension, the rhetorical situation, and critical analysis of the passage:

Sixteen hours ago an American airplane dropped one bomb on Hiroshima, Japan, and destroyed its
usefulness to the enemy. That bomb had more power than 20,000 tons of T.N.T. It had more than two
thousand times the blast power of the British Grand Slam, which is the largest bomb ever yet used in
the history of warfare.

What is the author’s tone?

Open Ended

What is Truman's tone?

Analyze this text: As an experiment, read the following statement issued by
President Harry S. Truman (1884–1972) and practice being a proactive reader who focuses
on comprehension, the rhetorical situation, and critical analysis of the passage:

Sixteen hours ago an American airplane dropped one bomb on Hiroshima, Japan, and destroyed its
usefulness to the enemy. That bomb had more power than 20,000 tons of T.N.T. It had more than two
thousand times the blast power of the British Grand Slam, which is the largest bomb ever yet used in
the history of warfare.

For what reason has the author constructed this text in this way at this
time?

Open Ended

For what reason has Truman constructed his message in this way at this time?

Can you spot what is conspicuously missing from Truman's communication about the bombing?

Structure of a Critical Response to a Text Essay

Sentence Starters for Each Section: Summary

[Name of author] explains ________.

After discussing ________, the author claims ________.

[Author’s name]’s main point is ________.

Sentence Starters for Each Section: Analysis

[Name of author] develops ________ to show ________.

The author’s use of ________ supports ________.

The author employs ________ to create ________.

Sentence Starters for Each Section: Evidence

As an example, the author says, “________.” (Be sure to provide accurate citation!)

The sentence “________” suggests that ________.

The use of the word “________” creates the impression that ________.

Note: As often as possible, use the author’s name rather than a pronoun. The first time you mention it, write the
full name as it is listed on the source you are using. Then, use the last name only, and be certain to cite
properly.

Sentence Starters for Each Section: Evaluation

The most important aspect of this text is ________ because ________.

[Name of author] fails to address ________ and ________, which makes me think about the impact on
________.

I think [name of author] is wrong [or correct] because ________.

Match

Match the following sentence starters to its purpose.

• I think [name of author] is wrong [or correct] because ________.

• The author employs ________ to create ________.

• As an example, the author says, “________.”

• After discussing ________, the author claims ________.

Evaluation

Analysis

Evidence

Summary

• Evaluation

• Analysis

• Evidence

• Summary