First of all, know that, although a response paper may be intended to demonstrate that you have read the required text(s), the professor is most likely concerned with more than simple reading comprehension.  He or she is concerned with your thinking.  Therefore, you must not only read to comprehend, but also read to respond and evaluate, adding unique thought and analysis prompted by the original text, extending the author’s thoughts with your own. 

To state it simply, your professor has provided you with the opportunity to read and understand part of the current academic conversation and now wants you to join that academic conversation.  To join this conversation, you must be unique, you must do more than summarize the original text, and you must spend time thinking.  There’s no easy way around thinking in college. 

The following list will help you shape the thinking that you will produce in response to college-level texts.  For all of these suggestions, you should always connect back to the original text(s) with in-text citations, quotes and paraphrasing when appropriate (but be careful not to over-quote or over-paraphrase – you want this paper to be based on the original text, but also a reflection of your own thinking).  This list is by no means comprehensive, but it is a good place to start! 

Ways to Respond to a Text: 

With a Question: 

• Pose a related question to the author and explain how the author might answer it
• Generate a question that the text prompts of you and answer it
• Generate a question that the text prompts of you, and use additional research to extend the author’s ideas

With Comparison/Contrast:

• Compare an author’s claim to the claim(s) made in a different text or by a different author
• Show how an author’s perspective or claim is different from something else or someone else’s idea

With Analysis: 

• Explain an emotional response to the piece you had and analyze what made you have this reaction:  was it something about yourself, culture, or society?
• Explain why you had a hard time connecting with a text or an author’s claim
• If responding to an older text or a different cultural text, explain how the author’s claim might function or malfunction in today’s society or your culture
• Explain how this text could be seen differently through another person’s or another theory’s perspective
• Explain how a controversy or other historical situation may have given rise to the author’s essay
• Expose how your own bias or assumptions may interfere with your reading experience

With Extended Thought:

• Extend one of the author’s ideas into a broader context discussion.  In other words, what is this idea a part of?
• Pose an observation or realization this text sparks in you
• Pose an important word or concept and explain how the author might define it
• Examine a similar or parallel issue that this text is related to

Ways to Evaluate a Text: 

By Arguing for or Against an Idea Offered by the Author:

• If you turned the subject of this text into a question on which people would vote, how would you vote – and why?
• State one of the author’s claims and bring in additional outside reasons and evidence (personal or researched) for or against this claim
• Explain your subtly different definition of a term or perspective of a claim, and why this difference, while subtle, is important
• Expose an author’s assumption or bias and explain why this assumption or bias weakens or strengthens his/her idea

By Arguing for or Against the Way an Author Presents Ideas:

• Evidence:  Do facts and examples fairly represent the available data on the topic?  Are the author’s facts and examples current, accurate?
• Logic:  Has the author adhered to standards of logic?  Has the author avoided, for instance, fallacies such as personal attacks and faulty generalizations?
• Development:  Does each part of the presentation seem well-developed, satisfying to you in the extent of its treatment?  Is each main point adequately illustrated and supported with evidence?
• Fairness:  If the issue being discussed in controversial, has the author seriously considered and responded to his opponents’ viewpoints?
• Definitions:  Have terms important to the discussion been clearly defined – and if not, has lack of definition confused matters?
• Audience:  Is the essay appropriate for its audience – does it convince who it’s intended to convince?

In closing, what other tips do you have for writing a professor-approved response paper?  Which of the above response methods do you find to be the most appropriate and useful?

I’ve found writing success and student involvement increased by the following exercise. 

The idea is to complete any sequence of three revision activities described in the boxes (or more).  If you are a student, this is a great way to make sure your paper is thoroughly revised so that you will receive the best possible grade. 

1.  Spend 10-15 minutes reading the writing of someone who inspires you.  For me, that can be as simple as going to a quotation website, browsing current events, smirking at the wittiness of satire, or picking up a book by John Irving or C.S. Lewis.  Whatever your inspiration, let it occupy your mind.  Then, when you have taken that mental break and read the writing of others, you will return to your computer with increased motivation.

2.  Change your writing venue.  Enjoy a beverage at a local coffeehouse or bookstore.  Sit at a picnic table in a nearby park.  Find a secluded niche in your local library. 

3.  Write with a group of like-minded friends with whom you can share your work.  Set a specific time for socializing (and food) and a specific time for writing (try the online stopwatch to make sure you are productive).  At the end of your time together, you can even exchange computer screens or notebooks to give feedback to each other.

4.  Use a recording device to talk through your ideas.  For those who are very verbal, but struggle with getting those ideas down on paper, expressing ideas in writing can be invaluable.  When done, play it back, while typing it up.

• Tip:  Invest in a quality, portable recording device (you never know when you will have an idea) 
• I recommend the devices pictured below: 

 

 5.  Turn off your computer monitor and type without worrying about grammar, correct ideas, complete sentences, etc.  Be silly, be awkward, and write whatever enters your mind regarding your topic.  Again, set a time limit.  When time is up, turn the monitor back on and read through what you’ve written, highlighting the parts which offer possibility for your draft.  Cut and paste these parts into a new document and continue writing. 

6.  This may be obvious, but get organized and gather your resources.  Make sure you have access to all of the books, files, notes, etc. that you need and that you have a plan.  Sometimes, writer’s block comes from lack of clear planning and feeling overwhelmed with all of the details. 

7.  Indulge yourself;  buy your favorite snack and beverage.  Sometimes, page 9 of a research project looks a little less daunting with a box of junior mints at your side. 

8.  Think positively about your project, review the guidelines, and set achievable goals.  Trying to write a 20 page paper in a day may not be realistic, and if you fill your mind with negative thoughts it will show in your writing and cause you to be less productive.

9.  Your writer’s block may be caused by lack of information about the project.  Have you talked to your professor yet?  Believe it or not, most professors will be thrilled to make an appointment to talk through your ideas with you.  You will be sure to come away from this conference with renewed focus and several good ideas.

10.  Lastly, I would advise you to relax.  If you have time, distance yourself from the project for 24 hours.  Focus your energies and thoughts elsewhere and come back when you are ready.

If you are looking for more tips, be sure to check out Rachel Gardner’s post:  10 Exercises to Make You a Better Writer.