5.1: The Summary-Response Essay Assignment Description
- Page ID
- 216436
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)In this era of influencers and A-D list celebrities, Martha Gellhorn is not a well-known name. Yet, because of her experiences as a war correspondent from World War II to the military conflicts of the nineties and her work as a novelist (See Granta magazine), Gellhorn’s thoughts on why we should care about politics remain relevant. As she states:
People often say, with pride, 'I'm not interested in politics.' They might as well say, 'I'm not interested in my standard of living, my health, my job, my rights, my freedoms, my future or any future.' ... If we mean to keep any control over our world and lives, we must be interested in politics. (Martha Gellhorn, in Granta [magazine], January 1984)
The actions and decisions of those in power at a federal, state, and local level impact our everyday lives in innumerable ways. From debates over reducing the speed limit on city streets from 30mph to 25mph to the decision to add Jean Baptiste Point du Sable’s name to Chicago’s iconic Lake Shore Drive to form DuSable Lake Shore Drive (See Chicago Sun-Times, “Lake Shore Drive renamed to honor DuSable,” June 25, 2021), politics matter to our everyday lives.
Change “politics” to “social justice,” and the attention shifts from those in power to us. What are we going to do about their actions and the decisions they make? How are we going to “keep any control over our world and lives”? If politics matter to our everyday lives, then our everyday lives matter. We start then by paying attention to the details of our lives and our environments. That is, we start by observing our lives, noticing details, asking questions, finding answers, and sharing with others what we’ve learned. Also known as “consciousness-raising” (See, “Consciousness-raising Groups and the Women’s Movement” by Erin Blakemore, March 11, 2021 in JSTOR), such activities are often the beginning of social justice activism . . . or just doing good in the world. This book, a writing textbook, is designed to support us in developing our observation, description, and attention skills alongside our writing skills.
Our everyday lives matter, and everyday we are “reading” our world and responding. Thus, as we develop our innate observation, description, attention, and writing skills, it makes sense to begin with the summary-response essay. As indicated, this is that essay where we acknowledge what we have read or observed and we respond.
Examples of summary-response essays abound: Letters to the Editor summarize issues or articles and respond with their agreement or disagreement; Movie and book reviews summarize the text (the movie or the book) and evaluate (respond) to the text. Can you think of other everyday forms of summary-responses?
A good summary-response has two main functions: 1) The essay accurately summarizes the text, and 2) The essay gives you an opportunity to share your perspective or ideas deriving from the text. This perspective is usually based in your prior knowledge or personal experiences. A well-written response supports your readers in gaining new insights beyond the original text and/or taking action as a result of your response.
Relation to English 96 Student Learning Outcomes
Your work towards successfully completing the summary-response essay will demonstrate that you have met the following English 96 learning outcomes (Outcomes come verbatim from English 96 student learning outcomes.):
- Reading
- Apply a variety of reading strategies to successfully decode texts, including:
- Activating background knowledge;
- Identifying stated and implied main ideas and supporting details.
- Explaining the meaning of new words by using context clues, word parts, and dictionary skills;
- Generating questions before, during, and after reading;
- Annotating a text;
- Outlining a text; and
- Summarizing a text through the identification of main ideas and supporting details.
- Apply a variety of reading strategies to successfully decode texts, including:
- Critical Thinking
- Engage in practices of critical thinking while reading and writing, including:
- Interpreting a text and supporting the interpretation with evidence; and
- Analyzing and evaluating a text in connection with other areas of knowledge, including text to text, text to self, and text to world.
- Engage in practices of critical thinking while reading and writing, including:
- Writing Through Reading
- Respond to course readings by writing essays that
- Use textual evidence from the readings;
- Incorporate appropriate focus (including a thesis statement), organization and support;
- Demonstrate unity, coherence, and clarity;
- Support claims with examples, explanations, and details;
- Integrate source material and utilize appropriate documentation practices;
- Synthesize personal, social, and textual connections;
- Apply a variety of invention strategies . . . to generate ideas for writing projects; and
- Employ a recursive revision process through multiple drafts that integrates peer and instructor feedback into the finished writing and that includes self-editing strategies.
- Respond to course readings by writing essays that
Sample Curriculum
This assignment is designed to be completed in three to four weeks.
Week 1, Class 1: Read Reading 1 together. Then, complete the Ten Step Note-taking handout in small groups.
Week 1, Class 2: Review the sample Ten Step Note-taking for Reading 1. Notice the similarities and differences between the notes in the sample and the notes taken in the small groups. Use the notes as the basis for discussing Reading 1 and/or completing the reading quiz for Reading 1
Homework: Read Reading 2 and complete the Ten Step Note-Taking handout.
Week 2, Class 1: Administer reading quiz for Reading 2. (Students can use their notes as well as the reading.) Review the answers to the reading quiz. What might they have added to the Ten Step Note-taking Assignment to support them in being more successful with the quiz.
Week 2, Class 2: Conduct the Summary Writing Workshop. Students will complete the first draft of summarizing reading 2 and exchange peer feedback based on questions for summary revision.
Homework: Complete a final draft of the summary of reading 2 by revising the first draft with the peer and instructor feedback.
Week 3, Class 1: Review the concept of Sourcing the Text and the sourcing worksheet. Review the sample of the sourcing worksheet.
Homework: Students should complete a sourcing worksheet for Reading 2.
Week 2, Class 2: Discuss the concept of the quotation sandwich and review a sample of the quotation sandwich. Review the Summary-Response Essay Assignment Description and the sample of the final draft.
Homework: Students will write a quotation sandwich, choosing one of the quotes from the sourcing worksheet.
Week 3, Class 1: Review outlining and share a sample outline for Reading 1.
Homework: Students will complete an outline of their essay responding to Reading 2.
Week 3, Class 2: Instructor Conferences
Homework: Students will write a first draft of the summary-response essay based on the outline
Week 4, Class 1: Review questions for revision of first draft. Review a sample of the first draft based on Reading 1. Conduct a mini-workshop where students apply the questions for revision of first draft to their review of another student’s work.
Week 2, Class 2: Instructor Conferences
Homework: Complete a final draft of the summary-response essay based on peer and instructor feedback.
Assignment Description for the Summary-Response Essay
Goal
Using Reading #2 or another assigned text from your instructor, write a summary-response essay that summarizes and responds to the selected text. Your thesis statement will be a one sentence statement of your overall response.
Essay Components
- Summary paragraph: Your introduction should summarize the assigned text. The last sentence of the introductory paragraph will be the thesis statement;
- Thesis Statement: The thesis statement should respond to the article in question in one sentence. Your thesis should include at least two reasons for your response.
- Body Paragraphs 1 and 2 should address the two reasons listed in your thesis statement. Evidence or supporting details should come from the article, your life experiences, or your prior knowledge
- Conclusion
Criteria for Grading
- Summary
- Thesis Statement and Organization
- Development: Your two body paragraphs should provide substantial evidence proving your interpretation based on specific details from the article and your own reasoning.
- Grammar, Mechanics, Spelling: Your final essay overall should be revised and error-free. This may mean visiting a tutor who can proofread or visiting your professor during office hours to review your essay line by line.
Writing Process
- Outline
- First Draft [I will grade the first draft based on the rubric. If the final draft addresses the feedback in the first draft and improves the essay, the first draft grade will convert to 100.]
- Final draft