A reading response asks you to examine, explain and defend your personal reaction to a reading.

You will be asked to explore:

• why you like or dislike the reading,

• whether you agree or disagree with the author,

• the reading’s purpose, and

• your critique of the text.

There is no right or wrong answer to a reading response. Nonetheless, it is important that you demonstrate an understanding of the reading and clearly explain and support your reactions.

Write as an Educated Adult

When writing a reader response write as an educated adult addressing other adults or fellow scholars.  As a beginning scholar, if you write that something has nothing to do with you or does not pass your “Who cares?” test, but many other people think that it is important and great, readers will probably not agree with you that the text is dull or boring, but they may conclude instead that you are dull and boring, that you are too immature or uneducated to understand what important things the author wrote.

Criticize with Examples

If you did not like a text, that is fine, but criticize it either from principle (it is racist, or it unreasonably puts down religion or women or working people or young people or gays or Texans or plumbers, it includes factual errors or outright lies, it is too dark and despairing, or it is falsely positive) or from form (it is poorly written, it contains too much verbal “fat,” it is too emotional or too childish, has too many facts and figures or has many typo’s in the text, or wanders around without making a point).  In each of these cases, do not simply criticize, but give examples. But, always beware, as a beginning scholar, of criticizing any text as “confusing” or “crazy,” since readers might simply conclude that you are too ignorant or slow to understand and appreciate it!

Mention the Title, Author, Main Thesis

First of all, be sure to mention the title of the work to which you are responding, the author, and the main thesis of the text, using correct English for the first paragraph of your paper.

Connect to the Text

Then, try to answer ALL of the questions below. Remember, however, that you are writing an essay, not filling out a short-answer worksheet. You do not need to work through these questions in order, one by one, in your essay. Rather, your paper as a whole should be sure to address these questions in some way.

• What does the text have to do with you, personally, and with your life (past, present or future)?  It is not acceptable to write that the text has NOTHING to do with you, since just about everything humans can write has to do in some way with every other human.

• How much does the text agree or clash with your view of the world, and what you consider right and wrong? Use several quotes as examples of how it agrees with and supports what you think about the world, about right and wrong, and about what you think it is to be human.   Use quotes and examples to discuss how the text disagrees with what you think about the world and about right and wrong. 

• What did you learn, and how much were your views and opinions challenged or changed by this text, if at all?  Did the text communicate with you? Why or why not?  Give examples of how your views might have changed or been strengthened (or perhaps, of why the text failed to convince you, the way it is). Please do not write “I agree with everything the author wrote,” since everybody disagrees about something, even if it is a tiny point. Use quotes to illustrate your points of challenge, or where you were persuaded, or where it left you cold. 

• How well does the text address things that you, personally, care about and consider important to the world? How does it address things that are important to your family, your community, your ethnic group, to people of your economic or social class or background, or your faith tradition?  If not, who does or did the text serve? Did it pass the “Who cares?” test?  Use quotes to illustrate.

• What can you praise about the text? What problems did you have with it? Reading and writing “critically” does not mean the same thing as “criticizing,” in everyday language (complaining or griping, fault-finding, nit-picking). Your “critique” can and should be positive and praise the text if possible, as well as pointing out problems, disagreements and shortcomings. 

• How well did you enjoy the text (or not) as entertainment or as a work of art? Use quotes or examples to illustrate the quality of the text as art or entertainment. Of course, be aware that some texts are not meant to be entertainment or art: a news report or textbook, for instance, may be neither entertaining or artistic, but may still be important and successful. 

• To sum up, what is your overall reaction to the text? Would you read something else like this, or by this author, in the future or not?  Why or why not?  To whom would you recommend this text? 

Here are some ways to start making connections to a text:

• Text-to-self:

  • This is similar to my life . . .

  • This is different from my life . . .

  • Something like this happened to me when . . .

  • This reminds me of . . .

  • This relates to me . . .

  • When I read this I felt . . .

• Text-to-text:

  • This reminds me of another book/text I have read . . .

  • This is similar to another thing I read . . .

  • This different from another book I read . . .

  • This character is similar/different to another character . . .

  • This setting is similar/different to an other setting . . .

  • This problem is similar/different to the problem in . . .

• Text-to-world:

  • This reminds me of the real world . . .

  • This book is similar to things that happen in the real world . . .

  • This book is different from things that happen in the real world . . .

CC Licensed Content, Shared Previously

Content adapted from an open course by Sara Cameron, Cynthia Kiefer, Ann McCage, and Nikki Serafin at Maricopa Community Colleges, licensed under a CC BY 4.0 license.