The Critical/Analytical
Response to Text
The Craft of Writing an Essay
PLANNING THE ESSAY
WRITING A THESIS STATEMENT
A Think Aloud Process
S
STEP 1: Reading The Prompt and turning it
into a QUESTION
S For a literary essay:
S Read the prompt carefully and annotate
S Turn the prompt into a QUESTION you can
answer.
S Essay question / prompt is normally thematic
and can be related to a wide variety of texts.
The Question
Change the statement into a question (that you can answer) related to a
specific text of your choice
With reference to a text you studied in class, discuss the ideas developed by the text creator
regarding how individuals struggle to come to terms with their sense of identity.
How does a character struggle to come to terms with their sense of identity?
Why does a character struggle to come to terms with their sense of
identity?
When (or under what circumstances) does a character struggle to come to
terms with their sense of identity?
S
The more specific your question – the better your answer “argument”
will be.
STEP 2:
Interpret the Essential Question (work the prompt)
Your interpretation should strike the reader as an “aha” rather
than a “duh” observation.
S Underline the key thematic words:
identity, struggle, come to terms with
S Denotate & Connotate the words
S start to develop your own interpretation:
how do we determine what ‘identity’ is?
S
how will you define/describe identity?
S
what factors may cause a ‘struggle to come to terms’ with
identity?
S
STEP 3: Decide on a text
Now work interpretations to suit your chosen text
S Brainstorming: List the texts studied and
decide how each text fits your interpretation remember, sometimes your most obvious text
is not always the most interesting choice.
Deciding on the Text(s) continued …
What do you think the author/director suggests about
various aspects of identity in your chosen text?
S Who gives the character(s) their sense of identity?
S What gives the character(s) their sense of identity?
S What does the text say about identity?
S The assumption is that you know your texts inside out
and have developed your own ideas in relation to the text.
S What text(s) connect with your interpretation?
Step 4: Brainstorm a subset of questions and then
answer them!
These help develop your explorations and analysis’.
As you do so, think of possible answers. Let your imagination roam over all
possible questions:
S
How is a sense of identity compromised in the text?
S
Which character’s (or characters’) responses to this struggle intrigue me?
S
How does / do the character/s display their identity and does their sense of identity change throughout
the course of the text?
S
How does / do other character/s contribute to/reinforce the main character’s sense of identity?
S
Which character’s (or characters’) responses best demonstrate a struggle with their own sense of identity?
S
What is the nature of the character’s (or characters’) struggle (internal/external)?
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Who or what is holding them back from achieving a secure sense of identity?
S
How does the character (do the characters) of your choice attempt to create/come to terms with a new
sense of identity?
S
Is a secure sense of identity achieved in the end by the actions of your character(s) and if so how?
Step 5: ANSWER your QUESTION with your
interpretation, your chosen text(s), your chosen
character(s).
S How/Why/When (under what circumstances) do / does (name character/s)
struggle to come to terms with their sense of identity in author’s (name text)?
S ARGUMENT / CLAIM (will become a THESIS):
_________________________________________________________
_________________________________________________________
S The Blueprint: create at least three supporting arguments
(will become your BODY) that support your main
argument/claim.
__________________ _________________ ________________
Step 6:
Evidence
S From your three supporting arguments that
support your main argument/claim, give specific
evidence to support the arguments.
S Use quotations, paraphrasing, summaries from the
text
S Be specific and relevant when choosing your
evidence from the text to back up your point!
Step 7: Write your thesis
S A good thesis is not only a debatable claim, but also suggests the
structure of the paper. The thesis allows the reader to imagine and
anticipate the flow of the paper:
S
Your statement should:
State the subject
S State your interpretation (insight /claim/ argument/ assertions)
S Refer the text (if you have not already done so in your introductory paragraph)
S State specific character(s) involved (if not already done so in your intro)
S State your blueprint: the sequence supporting arguments that logically prove the essay's
thesis (this may be a separate sentence in your intro)
STYLE of the THESIS:
S Present tense
S It should be written as a compound-complex sentence.
S
FORMULA THESIS
(When in doubt, try this)
Write a formula thesis this way (this is satisfactory):
S In (name of text), (author’s name) develops the idea that
… through ..., …, ….
Example of a THESIS
Think about it this way:
S
By looking at the way Jamal and Forrester change during the course of the film, we see that individuals may
hide their true identities from the people around them and the outside world which is significant because it is only
when they reveal who they really are that they are able to live fulfilling lives.
Write a THESIS this way:
S In the film Finding Forrester, the director, Gus Van Sant, develops the
idea that individuals may hide their true identities from the people
around them and the outside world; however, it is only when they
reveal who they really are that they are able to live fulfilling lives.
Step 8: Test your thesis (CSSMI) “Kiss me”
Clarity:
Use straightforward language – avoid reference to philosophers/philosophies, metaphors or cliche
Specificity:
Is your thesis it too vague? For example, the statement “Gus Van Sant’s
characterization demonstrates his incredible insight as a director" is too vague because your
reader can't be sure what you mean by "insight" or how it relates to "characterization”
Strength:
S
S
S
Make sure you have at least three arguments that support your thesis
Make sure you have evidence for each argument
Each argument should be the material for future body paragraphs
Manageability:
Interest:
Can you handle the topic within the time frame/space provided?
Does it state the obvious (“duh”)? If it's so obvious that nobody could fail to see it,
it's probably not worth writing about. Find the “aha”!
Intro and Thesis: Level 3 Satisfactory
S
Disadvantaged, basket-ball-playing, black teen, Jamal Wallace, meets eccentric, reclusive
writer, William Forrester. Jamal is a gifted student and writer, but he hides his talent from
his peers in order to be accepted. Likewise, Forrester is a prize-winning writer who wants
no contact with the outside world and lives a life of isolation in his small apartment. At
some level, both characters in the film Finding Forrester are denying their true identities at
the start of the film, and it is only when the two meet that they are able to gradually break
through the barriers that are holding them back from assuming their true identities.
Director, Gus Van Sant, uses the film’s physical settings, costumes, and the motif of
literature to explore this idea.
S
Good opening hook.
/
Two main characters are introduced, and the notion that identity
can be ‘hidden’ is set up briefly to provide context.
/
There is no interpretation or
explanation given of identity. /
Blueprint needs context and clarification. /
Expressions
such as “Likewise” and “At some level” should be revisited.
S
Where is the thesis statement? Context is established, but not a thesis.
Intro & Thesis: Level 4
Proficient
Disadvantaged, basket-ball-playing, black teen, Jamal Wallace, meets eccentric, reclusive writer,
William Forrester. In the film Finding Forrester, the director, Gus Van Sant, develops the idea
that that individuals may hide their true identities from the people around them and the
outside world; however, it is only when they reveal who they really are that they are able to
live fulfilling lives. Although Jamal is a gifted student and writer, he hides his talent from his
peers in order to be accepted. Likewise, Forrester is a prize-winning writer who wants no
contact with the outside world and lives a life of isolation in his small apartment. At some
level, both characters in Finding Forrester are denying their true identities at the start of the
film, and it is only when the two meet that they are able to gradually break through the
barriers that are holding them back from assuming their true identities. Director, Gus Van
Sant, uses the film’s physical settings, costumes, and the motif of literature to explore this
idea.
Good opening hook. Thesis is strong and present. Two characters are introduced, and the notion that
identity can be ‘hidden’ is set up briefly to provide context. There is no interpretation or explanation
given of identity. Blueprint needs context and clarification.
Intro & Thesis: Level 5
Excellence
S
Race. Employment. Family and friends. These are all factors that contribute to an individual’s sense of identity.
However, the concept of identity is complex because an individual’s sense of identity is not fixed and is constantly
evolving as both external and internal circumstances change. In the film Finding Forrester, director, Gus Van Sant,
develops the idea that that individuals may hide their true identities from the people around them and the outside
world; however, it is only when they reveal who they really are that they are able to live fulfilling lives. In other
words, in order to establish an authentic sense of self and to live a truly successful life, it is necessary to overcome
the fears and obstacles that may cause an individual to hide vital factors that contribute to his identity. In Finding
Forrester, Jamal Wallace, a disadvantaged, basket-ball-playing, black teen, meets William Forrester, an eccentric,
reclusive writer, and the identities of both characters are gradually transformed. Because of cultural, environmental,
and self-imposed restrictions, both Jamal and Forrester hide their true identities, Jamal conforming to stereotypical
behaviour to achieve the acceptance of his peers, and Forrester hiding from the outside world in the prison of his
apartment. Neither character is living a fulfilling life; however, when they both face their challenges and fears, they
are able to reveal their true identities and achieve their full potential. Director, Gus Van Sant, uses the film’s physical
settings to convey the limitations placed upon the characters by their environments, the motif of literature to create a
link between Jamal and Forrester, and clothing to depict Jamal’s and Forrester’s emerging and new-found identities.