This page should be considered a "Resource Page" not an assignment page.

The writing of an academic essay begins with reading. There is no substitute for reading and the activity is best described as a process. I will offer guidelines on how to read a text in an academic setting where you write about what you read.

Interpretative essays argue that a story means one thing rather than another. We also will agree that different interpretations or meanings can be found by other readers of the same material. Interpreting a work may lead different writers to different conclusions. Your job is to point out why a particular meaning is the best--and support your claim with data, analysis, and authority.

But to begin: reading first.

A writing assignment begins with learning to read the stories and thinking about what you learn from doing so. The best topics and essays will come from your own questions.

I will summarize the content of Ann Woodlief's class on "Critical Reading and Writing"" at Virginia Commonwealth University. The reading process begins with a personal evaluation of your own assumptions and attitudes. This is part one of a three part process.

These usefulness of these questions will be discussed in class--you do not need to write out answers to these questions. These questions are here FYI.

PART ONE: How does your answer to the questions influence your interpretations of a story?

• What are your general expectations from reading autobiography? How are they different that the expectations you have of Fiction? Poetry?
• Have you read any of the author's other work?
• Knowing where and when a story was written makes a difference. What are your expectations of theme, character treatment, narrative technique, language, etc. given the author's place and time?
• What do you expect from certain genres?
• What does the title convey?
• Does it matter if you read for pleasure, entertainment, or study? Explain.
• Describe your strengths and weaknesses in reading?

  PART TWO: Disrupt the linear process of reading. While you read, pause periodically to make notes on some of the following.

• What details seem significant? Why?
• What words seem odd or stick out? What is your response to the language?
• What thoughts are triggered by the text?
• Describe or discuss the contradictions or gaps in the story.
• Is the narrator trustworthy?
• Are your expectations at the beginning fulfilled at the end?
• Describe your overall reactions to the story?

  PART THREE: closer examination

• How does the story change in general or otherwise when you reread?
• What have you previously ignored or missed?
• What mysteries have you attempted to solve? How successfully?
• What questions remain unanswered?
• Does the story become more satisfying after rereading it?

  Procedure for active learning (which is vastly different than passive learning):Begin, then, by reading . . . and recording your impressions. Look at the parts of the story that puzzle you. Ask questions in class!