Writing a Critical Response Essay, Essays (university) of Creative writing

Download Writing a Critical Response Essay and more Essays (university) Creative writing in PDF only on Docsity! WRITING THE CRITICAL RESPONSE (CRITICAL ESSAY) WHAT IS A CRITICAL RESPONSE? A critical response is a serious examination of a topic or literary work for its own sake, without reference to personal views, biases, values or beliefs. A critical response does not use first person pronouns and aims to be objective and neutral in its presentation of ideas and supporting evidence.1 A critical response does NOT explain negative aspects of literature in essay form. WHAT IS EXPECTED IN A CRITICAL ESSAY? Students are to comment on whether the author communicated his theme effectively through his use of various critical elements (characterization, symbolism, setting, etc.). This essay must present ideas in a well-organized, well- defended, logical and clearly explained manner. WHAT IS THEME? Theme is the central idea or writer’s message in a piece of writing. Theme is not a statement of a moral such as “Don’t talk to strangers,” nor a statement of topic such as “The story is about jealousy in families.” Theme answers the question “What is the author trying to communicate to the reader about life or the human condition?” An example of a statement of theme is “A careless attitude and greedy nature will result in irreversible damage to the environment.” 1 Richard Davies and Glen Kirkand, Canadian Writer’s Handbook (Toronto: Gage Publishing, 2000), pp. 177. WHAT ARE THE CRITICAL ELEMENTS OF LITERATURE? Critical elements are the techniques authors use to communicate their message. This list provides some possible elements/techniques: Literary Devices Elements Techniques irony characterization foreshadowing metaphor climax point of view simile conflict setting imagery tone symbolism HOW DO STUDENTS ANALYZE THE CRITICAL ELEMENTS? While reading literature students need to be aware of various critical elements that emphasize the writer’s message. The following generic charts, adapted from Essay Writing for Canadian Students 2 , will apply to any piece of fiction, poetry, drama or nonfiction. Answering the questions from the charts will focus students’ attention on the elements being used by the author in the piece of literature being studied. 2 Kay L. Stewart, Chris Bullock and Marian E. Allen, Essay Writing for Canadian Students (Scarborough: Prentice-Hall, 1994), pp. 462-465. Senior High School Alberta Distance Learning Centre Barrhead, Alberta March 2002 1 CATEGORIES FOR ANALYSIS of FICTION CATEGORIES FOR ANALYSIS of POETRY 3 3 Kay L. Stewart, Chris Bullock and Marian E. Allen, Essay Writing for Canadian Students (Scarborough: Prentice-Hall, 1994), pp. 462-465. Topic What concept or issue is this poem about? Context In what way is the author’s life connected to the poem? Setting What are the place, time, and social environment within the poem? People  Who is in the poem: various characters, only a persona (speaker), or both persona and characters?  What are the important perceptions, observations, attitudes, or judgments associated with the persona? Structure  Is the poem a particular type (sonnet, limerick, cinquain, haiku)?  How does the poem use spacing, indentation, or other typographic variations?  How does the poem use organizational principles – logic, sequence, events, movement of sensations or feelings, progressive thoughts, etc.? Style a) Diction – Are the poet’s word choices formal, informal, colloquial, archaic, or a mixture? Has the poet chosen deliberate alterations of usual meanings (poetic license)? b) Figurative Language and Allusions – How do figures of speech and allusions enhance meaning? What symbolic meanings are suggested by objects, gestures or images? What is the effect of conventional, universal and specific symbols? If present, how have patterns of images and symbols (motif) contributed to meaning? c) Sentence/Line Structure – What is the effect of lines or stanzas with or without conventional sentence patterns? How does punctuation or lack of it contribute to meaning? d) Rhythm and Sound – What does the use of devices of sound contribute to the meaning? (Does the poem use regular rhythm pattern or is it free verse? Are rhythm and regular line length combined, e.g. blank verse? Do lines correspond to units of meaning? How are pauses used? Is any rhyme regular or unusual? Does the poem use devices of sound such as alliteration, assonance, dissonance, onomatopoeia, imitative harmony?) Tone  What is the poet’s attitude towards the subject and /or reader? (admiring, ironic, mocking, condescending, candid, sincere, intense, serious, etc.)  Is the tone sad/melancholy, sarcastic, conversational, instructional, etc.? Point of View  From which point of view is the poem presented: first person, omniscient, limited omniscient, objective?  Is the persona closely involved in the events, ideas, sensations, or feelings developed in the poem?  Is the persona sincere, or does the poet have a less evident purpose?  How does the title relate to the work? Theme What is the central idea of the poem? Topic What concept or issue is this work about? Context In what way is the author’s life connected to the story? Setting What is the place, time, and social environment within which the events occur? Characterization  What traits define the character(s) and how are they revealed?  Do these traits change in the course of the work? How/why? Structure  How has the author arranged the events of the plot? (chronological, spatial, flashback, flashforward, etc.)  If the work is divided into parts, do they reflect the development of the act?  Does the action lead toward a climax or turning point?  Is there a resolution of conflicts or a revelation?  Why does the work end as it does? Style a) Diction – Are the author’s word choices formal, informal, colloquial, or a mixture? b) Figurative Language and Allusions – How do figures of speech and allusions enhance meaning? How have objects, gestures or images been given symbolic meaning? What is the effect of conventional, universal and specific symbols? If present, how have patterns of images and symbols (motifs) contributed to meaning? c) Sentence Structure – What do sentence patterns indicate? Tone What is the author’s attitude about the story and reader? (admiring, ironic, mocking, condescending, candid, sincere, intense, serious, detached, etc.) Point of View  From which point of view is the story told? (first person, omniscient, limited omniscient, objective)  Does the point of view change and what effect results?  How does the title relate to the work? Theme What is the central idea of the novel or short story?