summary response thesis

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

Summary/Response Essays: Overview

A summary/response essay may, at first, seem like a simplistic exercise for a college course. But the truth is that most academic writing requires us to successfully accomplish at least two tasks: summarizing what others have said and presenting what you have to say. Because of this, summarizing and responding are core skills that every writer should possess.

Being able to write an effective summary helps us make sense of what others have to say about a topic and how they choose to say it. As writers, we all need to make an effort to recognize, understand, and consider various perspectives about different issues. One way to do this is to accurately summarize what someone else has written, but accomplishing this requires us to first be active and engaged readers.

Along with the other methods covered in the Reading Critically chapter , writing a good summary requires taking good notes about the text. Your notes should include factual information from the text, but your notes might also capture your reactions to the text—these reactions can help you build a thoughtful and in-depth response.

Responding to a text is a crucial part of entering into an academic conversation. An effective summary proves you understand the text; your response allows you to draw on your own experiences and prior knowledge so that you can talk back to the text.

As you read, make notes, and summarize a text, you’ll undoubtedly have immediate reactions. Perhaps you agree with almost everything or find yourself frustrated by what the author writes. Taking those reactions and putting them into a piece of academic writing can be challenging because our personal reactions are based on our history, culture, opinions, and prior knowledge of the topic. However, an academic audience will expect you to have good reasons for the ways you have responded to a text, so it’s your responsibility to critically reflect on how you have reacted and why.

The ability to recognize and distinguish between types of ideas is key to successful critical reading.

Types of Ideas You Will Encounter When Reading a Text

• Fact: an observable, verifiable idea or phenomenon
• Opinion: a judgment based on fact
• Belief: a conviction or judgment based on culture or values
• Prejudice: an opinion (judgment) based on logical fallacies or on incorrect, insufficient information

After you have encountered these types of ideas when reading a text, your next job will be to consider how to respond to what you’ve read.

Four Ways to Respond to a Text

• Reflection. Did the author teach you something new? Perhaps they made you look at something familiar in a different way.
• Agreement. Did the author write a convincing argument? Were their claims solid, and supported by credible evidence?
• Disagreement. Do you have personal experiences, opinions, or knowledge that lead you to different conclusions than the author? Do your opinions about the same facts differ?
• Note Omissions. If you have experience with or prior knowledge on the topic, you may be able to identify important points that the author failed to include or fully address.

You might also analyze how the author has organized the text and what the author’s purposes might be, topics covered in the Reading Critically chapter .

Key Features

A brief summary of the text.

Include Publication Information. An effective summary includes the author’s name, the text’s title, the place of publication, and the date of publication—usually in the opening lines.

Identify Main Idea and Supporting Ideas. The main idea includes both the topic of the text and the author’s argument, claim, or perspective. Supporting ideas help the author demonstrate why their argument or claim is true. Supporting ideas may also help the audience understand the topic better, or they may be used to persuade the audience to agree with the author’s viewpoints.

Make Connections Between Ideas. Remember that a summary is not a bullet-point list of the ideas in a text. In order to give your audience a complete idea of what the author intended to say, you need to explain how ideas in the text are related to one another. Consider using transition phrases.

Be Objective and Accurate. Along with being concise, a summary should be a description of a text, not an evaluation. While you may have strong feelings about what the author wrote, your goal in a summary is to objectively capture what was written. Additionally, a summary needs to accurately represent the ideas, opinions, facts, and judgments presented in a text. Don’t misrepresent or manipulate the author’s words.

Do Not Include Quotes. Summaries are short. The purpose of a summary is for you to describe a text in your own words . For this reason, you should focus on paraphrasing rather than including direct quotes from the text in your summary.

Thoughtful and Respectful Response to the Text

Consider Your Reactions. Your response will be built on your reactions to the text, so you need to carefully consider what reactions you had and how you can capture those reactions in writing.

Organize Your Reactions. Dumping all of your reactions onto the page might be useful to just get your ideas out, but it won’t be useful for a reader. You need to organize your reactions. For example, you might develop sections that focus on where you agree with the author, where you disagree, how the author uses rhetoric, and so on.

Create a Conversation. Avoid the trap of writing a response that is too much about your ideas and not enough about the author’s ideas. Your response should remain engaged with the author’s ideas. Keep the conversation alive by making sure you regularly reference the author’s key points as you talk back to the text.

Be Respectful. We live in an age when it’s very easy to anonymously air our grievances online, and we’ve seen how Reddit boards, YouTube comments, and Twitter threads can quickly devolve into disrespectful, toxic spaces. In a summary/response essay, as in other academic writing, you are not required to agree with everything an author writes—but you should state your objections and reactions respectfully. Imagine the author is standing in front of you, and write your response as if you value and respect their ideas as much as you would like them to value and respect yours.

Distinguish Between an Author’s Ideas and Your Own

Signal Phrases. A summary/response essay, especially your response, will include a mix of an author’s ideas and your ideas. It’s important that you clearly distinguish which ideas in your essay are yours, which are the author’s, and even others’ ideas that the author might be citing. Signal phrases are how you accomplish this. Remember to use the author’s last name and an accurate verb.

Examples of Signal Phrases

Poor Signal Phrases: “They say…” “The article states…” “The author says…”

Effective Signal Phrases: “Smith argues…” “Baez believes…” “Henning references Chan Wong’s research about…”

Drafting Checklists

These questions should help guide you through the stages of drafting your summary/response essay.

• Have you identified all the necessary publication information for the text that you will need for your summary?
• Have you identified the text’s main ideas and supporting ideas?
• What were your initial reactions to the text?
• What new perspectives do you have on the topic covered in the text?
• Do you ultimately agree or disagree with the author’s points? A little of both?
• Has the author omitted any points or ideas they should have covered?
• Has the author organized their text effectively for their purpose?
• Have they used rhetoric effectively for their audience?
• Have your reactions to the text changed since you first read it? Why or why not?

Writing and Revising

• Does your summary clearly tell your reader the author’s name, the text’s title, the place of publication, and the publication data?
• Has your summary effectively informed your reader about the text’s main ideas and supporting ideas? Have you made the connections between those ideas clear for your reader by using effective transition phrases?
• Would your reader think your summary is objective and accurate?
• You haven’t included any quotes in your summary, right?
• Does your response present your reactions to the text in an organized way that will make sense to your reader?
• Does your response create a conversation between you and the author by regularly referencing ideas from the text?
• Would your reader think that your response is respectful of the author’s ideas, opinions, and beliefs?
• Have you used signal phrases to help your reader recognize which ideas are the author’s and which ideas are yours?
• Have you carefully proofread your essay to correct any grammar, mechanics, punctuation, and spelling errors?
• Have you formatted your document appropriately and used citations when necessary?

Sources Used to Create this Chapter

Parts of this chapter were remixed from:

• First-Year Composition by Leslie Davis and Kiley Miller, which was published under a CC-BY-NC-SA 4.0 license.

Starting the Journey: An Intro to College Writing Copyright © by Leonard Owens III; Tim Bishop; and Scott Ortolano is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

Most Popular

11 days ago

Inspiration vs Plagiarism

How to write a synthesis essay.

12 days ago

How to Cite a Bill

How to write a 5 paragraph essay, openai prepares to launch web search feature for chatgpt, rivaling google and perplexity, how to write a summary response essay.

For college students, writing summaries may seem like just an overly simple and absurd exercise. Shouldn’t they have learned to do it at school already? Yet still, most professors will find students now knowing how to correctly comprise what they’ve read into a brief compilation of key ideas. And if they can’t write about what they’ve read correctly, how could they possibly write a proper response stating their ideas? So, let’s finally figure out once and for all how you should structure and write your summary response essays and save both your and your professors time correcting and rewriting those works.

Writing a Summary Response Essay – What to Include & How to Structure

So you need to write a response summary. The very first thing you will have to do is carefully read through the original text. You will need to note the key details provided in this work, as well as your own thoughts regarding what you’ve read. Sometimes you might indeed be given not a particularly interesting source, of course. But it doesn’t mean that it won’t evoke any thoughts or emotions in you. So, be cautious even when you feel bored – after all, that’s a feeling too.

As you went through the source and made notes, you will now have to make sure you collected all the needed information. What that might be? For starters, it’s the key details about the publication: its author, title, publication date and place, and the main idea (or purpose). You will also need to identify and put into your own words the author’s key argument / opinion /claim /perspective. Presenting supporting ideas here may be a good decision, as it will help both you and your reader connect the dots which led the author to draw the conclusion they did.

When you collect all of this, be sure to combine it into one logical narrative. You are not making a list or simple recollection of the mentioned facts. Your writing needs to flow like a river. That’s where a proper structure might help you out. This is how your summary response essay should be built:

• Topic paragraph This is the very start of the essay which includes the information we talked about: author of the source, title, publication place, and date. You can also provide the reader with a little background/context for the future discussion here.
• The Summary After setting the scene, you may continue writing and present the author’s perspectives and claims they made in their work. Don’t forget to give supportive ideas to your reader too, because only then you will be able to build a logical text. Write everything down in the order it was discussed in the original source and include its initial conclusion (don’t forget to write in your own words!). Note : You have to stay objective despite putting everything in your own words. Do not alter the facts or opinions given in the source and stay as accurate and close to the original as possible .
• The Response After presenting the summary, which can take any amount of paragraphs you need, you should move on to giving your opinion/evaluation of the reading material. Talk about your perspective on the presented issue. You are free to critique or agree with the author, just be sure to give a clear argument on why you think that way.

Following this structure, it should be easy for you to build a coherent narrative and state everything you have to say. And yeah, don’t just repeat the source, retelling everything verbatim – that won’t do you any good. Quotes are also usually not needed – after all, it’s a response summary and not just an analysis.

Types of Ideas that Can be Presented in Your Summary Response Essay

In a summary response essay, you’ll come across various types of ideas, such as facts, opinions, beliefs, and prejudices. Each requires a different approach in your response. For instance, you might reflect on new knowledge gained, agree with well-supported arguments, disagree based on personal experiences, or note omissions/inconsistencies in the author’s discussion. Moreover, analyzing the author’s text organization and purpose can deepen your response. This variety of ideas and responses helps move your essay forward and explore the original text much deeper.

Check out Our Free Summarizer

Step-by-step process of writing a summary response essay.

With a clear understanding of the structure and the ideas that you should include in your essay, it shouldn’t be as hard for you to compile a proper response summary. However, organizing the writing process correctly can also help make the process much quicker. That’s why we decided to analyze the existing tips and create a guide that would make essay writing more simple and effective.

Identifying Main Idea

Before starting your writing, make sure you found what was the point of the piece you’ve read. Ask yourself: Have I identified the text’s main ideas and supporting ideas? And, what were my initial reactions to the text? This will allow you to create a topic sentence for the summary paragraph and a thesis statement for the response paragraph.

Laying Down Supporting Facts

During this step, you have to dedicate time to picking the ideas that may help your reader understand the author’s point of view. You can also pinpoint the facts that may support your own opinion. Here, it would be helpful to ask questions: what led the author to draw these conclusions? Do I agree or disagree with the author’s points? Is it a little of both?

Outlining the Author’s Purpose

The third step is to determine the author’s purpose for writing and assess whether it was achieved. Maybe you will notice inconsistencies or biases in the writer’s logic. Or maybe something in the writing wasn’t as clear as it should have been.

Bring Everything Together

Now, as you have created your outline (because that’s what you were initially doing in the first three steps) you can bring all the pieces of this puzzle together. Add detalization to the outline. Express your opinion about the author’s main idea.

Note : When drafting your work (and first, you will create a draft that will become an essay only after you review it), be sure to include signal phrases to distinguish between the author’s and your own ideas. These can be words as ‘ Chomsky argues’, ‘Smith’s research states’ .

Finally, proofread your essay for errors and format it appropriately, according to the requirements stated by the professor.

Writing Example

To give you a clearer idea of how the summary response essay may look like, analyze the example we give below:

In “Existential Psychotherapy,” Irvin D. Yalom explores the existential approach to psychotherapy, emphasizing the human condition’s inherent concerns, such as death, freedom, isolation, and meaninglessness. Yalom argues that confronting these existential realities can lead to personal growth and a more authentic existence. He presents a therapeutic framework that prioritizes understanding the client’s experience and encourages self-reflection and acceptance of life’s uncertainties. Yalom’s insights into existential psychotherapy resonate with me, particularly his emphasis on the importance of confronting existential concerns. I agree with his assertion that acknowledging our mortality and the limitations of our freedom can lead to a deeper appreciation of life and a more genuine connection with others. However, I find his discussion on isolation to be slightly lacking in addressing the role of social support and community in mitigating feelings of loneliness. Additionally, while Yalom’s approach to meaninglessness is thought-provoking, I believe that exploring one’s values and engaging in purposeful activities can also play a significant role in finding meaning. Overall, “Existential Psychotherapy” provides valuable perspectives on the human condition and the therapeutic process, encouraging both therapists and clients to embrace life’s complexities.

Keep in mind that this is just an approximate example. It doesn’t have the level of detalization that can be presented in this type of essay, however, it follows the appropriate structure and includes both a summary of the original work and the response paragraph.

Long-Term Skill Development: Why Summary Response Essays are Good for You

Writing summary/response essays isn’t just a school exercise. It can come in handy when crafting research papers or even compiling business reports. The first thing that this type of writing teaches you is to present complex ideas in simple words and brief formulations. The response part pushes you to form and articulate your opinions, a very important skill in persuasive writing and argumentation. Plus, the whole process boosts your ability to engage with texts critically and allows you to sift through different viewpoints and present your ideas clearly. So, while it might seem like just another assignment now, knowing how to write summary response essays can set you up for success in various writing tasks down the line.

What is a summary response essay?

A summary response essay is a piece of writing that presents a summary of an author’s main ideas and then offers a personal response to those ideas. It combines elements of summary and analysis, allowing the writer to engage with the text and express their own perspectives.

What are the key components of a summary response essay?

The key components of a summary response essay include a clear summary of the text’s main points, a thesis statement that presents the writer’s response, supporting arguments that elaborate on the response, and evidence from the text to back up the writer’s views.

What are some tips for writing a strong summary response essay?

For a strong summary response essay, start by thoroughly understanding the text. Then, create a clear and concise summary, followed by a well-defined thesis statement. Provide detailed arguments to support your response, using evidence from the text. Finally, structure your essay so it is well-organized and flows smoothly from one point to the next.

Follow us on Reddit for more insights and updates.

Comments (0)

Welcome to A*Help comments!

We’re all about debate and discussion at A*Help.

We value the diverse opinions of users, so you may find points of view that you don’t agree with. And that’s cool. However, there are certain things we’re not OK with: attempts to manipulate our data in any way, for example, or the posting of discriminative, offensive, hateful, or disparaging material.

Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

More from Summary Writing Guides

Synthesis vs Summary

Best Summarising Strategies for Students

How To Summarize A Story

Remember Me

What is your profession ? Student Teacher Writer Other

Forgotten Password?

Username or Email

Writing a Summary-Response

LESSON In this lesson, you will learn to write a summary-response A writing that combines a summary of a reading with personal thoughts and opinions about the reading. , which combines both a summary A brief restatement of an author’s main idea and major supporting details. Summaries are factual and should be written in the third-person with an objective point of view. of a reading A piece of writing to be read. A reading can either be a full work (i.e., a book) or partial (i.e., a passage). with your personal thoughts and opinions Point of view that shows a personal belief or bias and cannot be proven to be completely true. about the reading. It is not a formal paper An academic essay that usually includes research and citations. or essay A short piece of writing that focuses on at least one main idea. Some essays are also focused on the author's unique point of view, making them personal or autobiographical, while others are focused on a particular literary, scientific, or political subject. in the sense that it will not have an introduction The first paragraph of an essay. It must engage the reader, set the tone, provide background information, and present the thesis. , body The main portion of a writing that contains the main ideas and supporting details of the writing. This is where the author's purpose and thesis statement are supported and/or developed. , or conclusion The end portion of a writing that contains a summary or synthesis of the idea in the work. This includes a recap of key points and reminders of the author's purpose and thesis statement. . Instead, it consists of two distinct parts: a summary of the reading followed by your response A written analysis of a reading that shows understanding and fosters deep thinking about a work. to the reading. Each part is usually a paragraph A selection of a writing that is made up of sentences formed around one main point. Paragraphs are set apart by a new line and sometimes indentation. and the length of each paragraph depends on the length of the reading being addressed. For instance, if a reading is only a few paragraphs long, the summary-response would be two paragraphs, each with approximately four to five sentences.

It is important to keep in mind that the two paragraphs are distinct. The summary paragraph is a brief restatement of the author's main idea The most important or central thought of a reading selection. It also includes what the author wants the reader to understand about the topic he or she has chosen to write about. and supporting details Statements within a reading that tie directly to major details that support the main idea. These can be provided in examples, statistics, anecdotes, definitions, descriptions, or comparisons within the work. . It does not include your opinion. Your opinion goes in the response paragraph where you state your thoughts about the author A person who wrote a text. 's main idea and use supporting details from your own experience to explain your thoughts.

Summary-Response Process

Use a four-step process to write a summary-response of a reading. Step 1: Identify the main idea of the reading. For the summary paragraph, create a topic sentence A sentence that contains the controlling idea for an entire paragraph and is typically the first sentence of the paragraph. that identifies the main idea of the reading. Then, for the response paragraph, create a separate thesis statement A brief statement that identifies a writer's thoughts, opinions, or conclusions about a topic. Thesis statements bring unity to a piece of writing, giving it a focus and a purpose. You can use three questions to help form a thesis statement: What is my topic? What am I trying to say about that topic? Why is this important to me or my reader? that states your opinion about the author's main idea.

Step 2: Identify the supporting details for the summary and for the response. The next step is to identify the supporting details of the reading. In the summary paragraph, it is important to maintain the order of these supporting details. Once you note these points, consider how they relate to the author's main idea. Then, develop the supporting details for the response paragraph, showing how your own personal experience supports the thesis statement created in Step 1. Step 3: Identify the author's purpose The reason the writer is writing about a topic. It is what the writer wants the reader to know, feel, or do after reading the work. for writing. As part of the summary paragraph, ask yourself, "Why did the author write this? What did the author want me to know, think, or do after reading this?" As part of the response paragraph, address whether or not the author was successful achieving his or her purpose. Step 4: Write a summary-response of the reading. Bring Steps 1, 2, and 3 together to write the summary and the response paragraphs. The following is one way you could do this:             

Summary Paragraph

Sentence 1: Introduce the reading, stating the title and the author's name. You should also state the author's main idea. This may be as simple as adding the title and author to your topic sentence from Step 1.

Sentence 2: Write supporting sentences (or sentence) describing the supporting details of the reading you noted in Step 2 in order.

Sentence 3: Write a sentence that brings this information together and states the author's reason for writing that you noted in Step 3.

Response Paragraph

Sentence 1: Clearly state your opinion or thoughts about the author's main idea. Use the thesis statement you created in Step 1. Ask yourself, "How does my own thought/opinion about the reading relate to the author's main idea?"

Sentence 2: Write supporting sentences (or a sentence) describing how your personal experience supports your opinion or thought about the author's main idea.

Sentence 3: Write a sentence that brings this information together and states how your opinion or thought relates to the author's main idea.

Writing a summary-response is a skill you can use when thinking critically about an article A non-fiction, often informative writing that forms a part of a publication, such as a magazine or newspaper. in a newspaper, an editorial blog A website that hosts a series of articles, photos, and other postings, sometimes by a single writer (blogger) or by a community of contributors. , or any assigned reading in a class. In fact, it is a common assignment in many college classes. You can also use the same skills to help you write a cover letter A letter that is sent along with a resume that provides context and more information for the reader. when applying for a job where you must not only show an understanding of the job you are applying for, but also show how your experience makes you the best candidate for that position.

Read the following passage A short portion of a writing taken from a larger source, such as a book, article, speech, or poem. and see an example of how to use the Summary-Response Process to summarize and respond to a reading with complete, concise Describes writing that only uses words that are necessary for clarity, meaning, and interest. paragraphs.

Mile-High Home By Douglas Peters

There are many cities throughout the world that are alluring and exotic, but if you're looking for the best place to raise a family in the United States, Denver, Colorado is the place you want to be. From skiing in the winter to camping and hiking in the summer, there are plenty of year-round outdoor recreation activities for the entire family. It also has a strong local economy with many job sectors represented, so that even when the economy goes down elsewhere, Denver remains stable with plenty of good jobs that support the financial needs of any family. Finally, it has great public and private schools and many colleges and universities within a short drive of downtown so that people of all ages can fulfill their educational goals. All this, plus seven professional sports teams and an exciting urban nightlife—it's no wonder people from all over the world make Denver a new home for their families.

Step 1: Identify the main idea of the reading.

First, create a topic sentence that identifies the main idea of the reading.

        Topic sentence: Denver is a good place to raise a family.

Now, create a separate thesis statement that states your opinion about the author's main idea.

Thesis statement: I agree with the author because I like Denver and have lived there most of my life.

Step 2: Identify the supporting details of the reading and for the response.

Next, identify the supporting details of the reading for the summary paragraph.

Supporting details of the reading for the summary: Denver has great outdoor recreation, good jobs and schools, and lots of entertainment options.

Now, develop the supporting details for the response paragraph, showing how your own personal experience supports the thesis statement created in Step 1.

Supporting details for the response paragraph: I do all the activities the author lists. I have a ski pass for the winter and try to go mountain biking every weekend. I am also a Broncos football fan. I am a graduate of the schools there and now I work as a realtor in the downtown area.

Step 3: Identify the author's purpose for writing.

In this step, answer the questions, "Why did the author write this? What did the author want me to know, think, or do after reading this?" Then, write down whether or not the author was successful achieving his purpose.

These are all good things to have for a family and the author thinks that people ought to consider moving to Denver. I think the author was successful in pointing out some good things about living in Denver.

Step 4: Write a summary-response of the reading.

Finally, bring Steps 1, 2, and 3 together and write the summary paragraph and the response paragraph. Remember to introduce the reading in the first paragraph by stating the title and the author's name.

"Mile-High Home," by Douglas Peters, describes Denver, Colorado as an ideal city for people to raise a family. The article points out that the city has great outdoor recreation, good jobs, and good schools, all of which are important to families. It makes it seem ideal and Mr. Peters seems to encourage people to move there to raise their families.

I agree with the author because I like Denver and have lived there most of my life. In fact, I do all of the things listed in the article; I have a ski pass for the winter and I try to go mountain biking every weekend. Of course, I cheer for the home team and am an avid Broncos football fan. I am also a graduate of the schools there and now work as a realtor in the downtown area. I can definitely say that Denver is a great place for families.

Read the following passage and then complete the Summary-Response Process to summarize and respond to the reading with complete, concise paragraphs.

Time in School By Douglas Peters

Choosing to go to college is a good choice, but many people fail to take into account how much time is required outside of class in order to succeed. The main confusion is found in what I like to call the 80/20 rule. In high school, 80 percent of instruction and learning is done in the classroom and 20 percent is done at home. In college, this ratio flips to where just 20 percent of instruction and learning is done in the classroom while a full 80 percent is expected to be done at home. Planning for this kind of commitment requires students to take an honest look at what they do every day and exactly where they will fit all the work into their schedules. With so many students balancing work and family with college careers, it has become even more important for students to make sure they plan accordingly so they can do their very best in college.

Sample Answer

Going to college takes more time than most people expect.

I agree with the author because I found out the hard way and fell behind my first semester.

The author points out the "80/20 rule," which states that college classes require much more homework than people are used to in high school. Since many students work and have families, the author encourages future college students to schedule time to do homework before starting classes.

I was working at a restaurant and they would not respect the time I needed for school and would even schedule me during my classes. This meant that not only did I not have time to do homework, but I would miss class often, as well. I was able to find a different restaurant to work at and I am now able to schedule my shifts to fit my school schedule, which is what the author suggests.

Students should be prepared for the time commitment of college.

"Time in School," by Douglas Peters, shows how college usually takes a greater time commitment than most people expect. The author points out the "80/20 rule," which basically states that college classes require much more homework than people are used to in high school. Since many students work and have families, the author encourages future college students to schedule time to do homework before starting classes.

I completely agree with the author because I found out the hard way that college takes more time than I thought it would and fell behind my first semester. I was working at a restaurant and they would not respect the time I needed for school and would even schedule me during my classes. This meant that not only did I not have time to do homework, but I would miss class often, as well. Luckily, I found a different restaurant to work at and I am now able to schedule my shifts to fit my school schedule, which is exactly what Mr. Peters suggests.

The topic sentence in the summary paragraph says what the author thinks about the topic. The thesis statement is what I think about the topic.

You would see book and art reviews in newspapers or culture magazines, movie and TV reviews are written by bloggers online, and album reviews can be found in magazines or online, as well.

Copyright ©2022 The NROC Project

Unit 3: Summarizing and Responding to Writing

18 Combining a Summary and Response

One way to explore a topic is to read and respond to an article. Such an assignment typically begins with a summary of the article followed by a response to idea(s) in the article. The format of a summary response assignment can vary depending on the course and instructor, but it is a common type of academic assignment.

Three steps in a summary-response assignment:

• Begin with a summary of the article. This will familiarize the audience with the context of your response.
• Include an introduction to the response. Identify an idea by quoting the idea and then paraphrasing the idea.
• Explain your response to the idea. Through one or more of the response techniques, explain your reaction to the idea.

Format for introducing a response: Quote + paraphrase + response

Look at the beginning of the response below. Notice the required components:

• Citation (author’s name and page number)
• Paraphrase of the quote
• The start to the response

Notice that the example follows this format:

• Last name (date) writes, “Exact quote here” (p. X). In other words, … (paraphrase of this idea). I find this topic / idea / concept / example interesting because…

Stems for introducing a summary

The sentence stems below can help you develop your command of more complex academic language.

• In “article title” author’s first name and last name (year) examines /discusses /claims…. main idea.

Stems for narrowing the scope in a selective summary

• In particular, Gambino ______.
• More specifically, Gambino ______.
• Gambino focuses on ______.
• In their discussion / analysis / etc., Gambino ______.

Stems to begin your response: (you are not limited to these and you can modify them):

• Last name (date) writes, “Exact quote here” (p. X). In other words, … (paraphrase of this idea). I find this topic/idea/concept/example interesting because…
• The first topic I’d like to discuss is … (identify the topic). Last name (date) states, “Exact quote here” (p. X). In other words, … (paraphrase of this idea). I was surprised with this finding…..
• One important idea concerns … (identify the idea). Last name (date) indicates, “Exact quote here” (p. X). In other words, … (paraphrase of this idea). In my experience…
• Another critical issue I’d like to address is … (identify the issue). Last name (date) points out, “Exact quote here” (p. X). In other words, … (paraphrase of this idea). This reminds me of when…
• (Identify the topic) … is very interesting to me. Last name (date) suggests, “Exact quote here” (p. X). In other words, … (paraphrase of this idea). This example can be compared to…

Note: you do NOT need to include the title in the beginning of your response because you already included the title in the summary section.

Stem for an indirect source:

• Some people argue that … (identify the idea). X (name plus credential) said, “Exact quote here” (as cited in Name, year, p. X). In other words, … (paraphrase of this idea). I agree with them to some extent, but…

Example: Some experts point out the problems of social networking sites. Stanford University Professor Jean Anderson claims, “These sites tend to (full quote here) …” (as cited in Cook, 2019, p. 6). Anderson means here that…paraphrase…. I agree with Anderson to some extent, but…. (response).

Stems to introduce a paraphrase:

• What Anderson means is…
• Anderson means that…
• This means that…
• That is to say, …
• Anderson’s point is that…
• What s/he/they is/are    suggesting/implying/saying    is that…
• What Anderson wants to express is…

Stems to show agreement:

• I totally/completely agree with X about/that…
• I agree with X about…
• I find X’s perspective on …. to be quite compelling.
• I sympathize with the author’s point about…

Stems to show concession:

• I agree with X about … to some extent, but…
• While I agree with X to some extent…
• I am not entirely in agreement with X about/that…
• My feelings on the issue are mixed. I do support X’s position on …., but I find Y’s argument about… to be equally persuasive.

Stems to show disagreement:

• I disagree with X’s point that…
• I strongly disagree with X about…
• I disagree with X’s claim that…. because…
• I disagree with X’s view that… because, as recent research has shown…
• I find it surprising that …… . I just can’t believe that….. .

Stems to introduce examples, personal experience, and comparisons:

• This example makes me think about…
• Based on my experience, …
• This reminds me of…
• This makes me think of…

Vocabulary alternatives:

• For topic : idea, concept, example, issue, problem, challenge, obstacle…
• For adjectives to modify the topic: important, significant, critical, interesting, first, second, next, another

Academic Writing I Copyright © by UW-Madison ESL Program is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License , except where otherwise noted.

Share This Book

• AI Content Shield
• AI KW Research
• AI Assistant
• SEO Optimizer
• AI KW Clustering
• Customer reviews
• The NLO Revolution
• Press Center
• Help Center
• Content Resources
• Facebook Group

A Guide to Effective Summary Response Essays

Table of Contents

If you’ve been tasked to write a summary response essay but are unsure where to start, don’t worry. We’ve got you covered with this quick guide on the basics of summary response essays. We’ll cover everything from its definition and writing tips to a sample  outline for summary response essay .

This is a less common type of essay that requires a certain style and approach that differs from other types of essays. But with the help of this guide, you’ll be able to make the writing process much easier.

What is a Summary Response Essay

Summary response essays are two-part essays that include a summary of an article, essay, chapter or report and a response to it.

It is not a formal paper or essay because it does not have an introduction, body, or conclusion like other essays. This type of essay instead consists of a summary of the reading followed by a response to the reading.

To better understand this type of essay, it’s best to look at its two parts separately in the next section.

What to Include in Your Essay

The summary is a concise round-up of all the main ideas in an essay or writing. It cites all the relevant details about the work you’re reviewing. Your summary can include the following:

• Author and the work’s title (typically in the first sentence).
• The thesis of the essay and its supporting ideas
• It may use direct quotations to provide forceful or concise statements of the author’s ideas

Most summaries present the main points in the order they were made by the author and continually referred back to the article being summarized. Your summary should not exceed one-third the length of the original work.

Responses are critiques or evaluations of an author’s work. Unlike the summary, it is composed of YOUR opinions for the article being summarized.

This examines ideas that you agree or disagree with. It identifies the work’s strengths and weaknesses by looking at its organization and style. You should use examples and evidence to support the opinions in your response.

A good response must contain

• Personal experiences

Depending on your stance, these can either refute or support the article you’re responding to.

Steps for Writing a Summary Response Essay

Identify the main idea of the reading .

Create a topic sentence that describes the main idea of your reading for your summary. For your response, create a separate thesis statement that states your opinion on the author’s main idea.

Add supporting details for the summary and response.

Next, identify the supporting facts of the reading. In the summary paragraph, it is important to keep the order of the supporting details. Consider how these points relate to the author’s main idea.

Develop the supporting details for the response paragraph, highlighting how your evidence or personal experience supports the thesis statement you’ve created.

Identify the author’s purpose for writing.

It’s helpful to get to know the goal that the author wants to achieve through their work.

For your summary, try to ask yourself:

• Why did the author write this?
• Is there anything specific that the author wants me to know?
• Does the author want me to do something after reading this? 

And in your response, discuss whether or not the author was successful in achieving the goal of their work.

Write a summary response to the reading .

Given all the data you’ve gathered from the first three steps, you can start writing your summary and the response paragraphs. Make sure to include all the necessary information and be detailed but not flowery. 

General Outline for Summary Response Essay

Summary paragraph.

• Provide the title and author’s name to introduce the work the essay will discuss. Additionally, state the author’s main idea.
• Write supporting sentences that describe the supporting details of the work .
• Let this information come together in a sentence that explains the author’s reason or goal for writing the piece.

Response Paragraph

• Clearly state your opinions or thoughts about the author’s main idea. Use the thesis statement you created in the earlier steps. You can also ask yourself: Does my opinion regarding the reading relate to the author’s main idea?
• Put your personal experience into a supporting sentence (or sentences) describing how your opinion or thoughts support or go against the author’s main idea.
• Write a sentence summarizing this information and explain how your opinion or thought relates to the author’s main idea.

Wrapping Up

A summary response essay typically includes a summary of the reading followed by your thoughts and reactions. It may seem like a long and daunting task, but with a little guidance, you can be confident you’re up for the challenge.

Use the writing tips and  outline for summary response essay  sample in this essay to help you easily get started!

Abir Ghenaiet

Abir is a data analyst and researcher. Among her interests are artificial intelligence, machine learning, and natural language processing. As a humanitarian and educator, she actively supports women in tech and promotes diversity.

Explore All Essay Outline Tool Articles

How to write a synthesis essay outline.

One of the most interesting assignments you could have is writing a synthesis essay. For a college or university student,…

• Essay Outline Tool

Learning the Structure of an Informational Essay

Academic writing assignments, primarily essays, are required of all college and university students. That’s because they think it will aid…

The Correct Way to Structure an Article

Writing non-fiction has a set format that can be followed, which makes it not all that different from writing fiction.…

Exploring the Structure of a Response Essay

You will typically be expected to write in a formal and impersonal voice when you are given the assignment of…

Writing a Persuasive Essay? Use This Structure!

Writing essays is a requirement of your academic program as a college student. Whether you love them or loathe them,…

Writing a Proposal Essay? Read This!

Are you writing a proposal essay? To write it correctly, we have to know what a proposal essay actually is.…

Thesis Statements

What this handout is about.

This handout describes what a thesis statement is, how thesis statements work in your writing, and how you can craft or refine one for your draft.

Introduction

Writing in college often takes the form of persuasion—convincing others that you have an interesting, logical point of view on the subject you are studying. Persuasion is a skill you practice regularly in your daily life. You persuade your roommate to clean up, your parents to let you borrow the car, your friend to vote for your favorite candidate or policy. In college, course assignments often ask you to make a persuasive case in writing. You are asked to convince your reader of your point of view. This form of persuasion, often called academic argument, follows a predictable pattern in writing. After a brief introduction of your topic, you state your point of view on the topic directly and often in one sentence. This sentence is the thesis statement, and it serves as a summary of the argument you’ll make in the rest of your paper.

What is a thesis statement?

A thesis statement:

• tells the reader how you will interpret the significance of the subject matter under discussion.
• is a road map for the paper; in other words, it tells the reader what to expect from the rest of the paper.
• directly answers the question asked of you. A thesis is an interpretation of a question or subject, not the subject itself. The subject, or topic, of an essay might be World War II or Moby Dick; a thesis must then offer a way to understand the war or the novel.
• makes a claim that others might dispute.
• is usually a single sentence near the beginning of your paper (most often, at the end of the first paragraph) that presents your argument to the reader. The rest of the paper, the body of the essay, gathers and organizes evidence that will persuade the reader of the logic of your interpretation.

If your assignment asks you to take a position or develop a claim about a subject, you may need to convey that position or claim in a thesis statement near the beginning of your draft. The assignment may not explicitly state that you need a thesis statement because your instructor may assume you will include one. When in doubt, ask your instructor if the assignment requires a thesis statement. When an assignment asks you to analyze, to interpret, to compare and contrast, to demonstrate cause and effect, or to take a stand on an issue, it is likely that you are being asked to develop a thesis and to support it persuasively. (Check out our handout on understanding assignments for more information.)

How do I create a thesis?

A thesis is the result of a lengthy thinking process. Formulating a thesis is not the first thing you do after reading an essay assignment. Before you develop an argument on any topic, you have to collect and organize evidence, look for possible relationships between known facts (such as surprising contrasts or similarities), and think about the significance of these relationships. Once you do this thinking, you will probably have a “working thesis” that presents a basic or main idea and an argument that you think you can support with evidence. Both the argument and your thesis are likely to need adjustment along the way.

Writers use all kinds of techniques to stimulate their thinking and to help them clarify relationships or comprehend the broader significance of a topic and arrive at a thesis statement. For more ideas on how to get started, see our handout on brainstorming .

How do I know if my thesis is strong?

If there’s time, run it by your instructor or make an appointment at the Writing Center to get some feedback. Even if you do not have time to get advice elsewhere, you can do some thesis evaluation of your own. When reviewing your first draft and its working thesis, ask yourself the following :

• Do I answer the question? Re-reading the question prompt after constructing a working thesis can help you fix an argument that misses the focus of the question. If the prompt isn’t phrased as a question, try to rephrase it. For example, “Discuss the effect of X on Y” can be rephrased as “What is the effect of X on Y?”
• Have I taken a position that others might challenge or oppose? If your thesis simply states facts that no one would, or even could, disagree with, it’s possible that you are simply providing a summary, rather than making an argument.
• Is my thesis statement specific enough? Thesis statements that are too vague often do not have a strong argument. If your thesis contains words like “good” or “successful,” see if you could be more specific: why is something “good”; what specifically makes something “successful”?
• Does my thesis pass the “So what?” test? If a reader’s first response is likely to  be “So what?” then you need to clarify, to forge a relationship, or to connect to a larger issue.
• Does my essay support my thesis specifically and without wandering? If your thesis and the body of your essay do not seem to go together, one of them has to change. It’s okay to change your working thesis to reflect things you have figured out in the course of writing your paper. Remember, always reassess and revise your writing as necessary.
• Does my thesis pass the “how and why?” test? If a reader’s first response is “how?” or “why?” your thesis may be too open-ended and lack guidance for the reader. See what you can add to give the reader a better take on your position right from the beginning.

Suppose you are taking a course on contemporary communication, and the instructor hands out the following essay assignment: “Discuss the impact of social media on public awareness.” Looking back at your notes, you might start with this working thesis:

Social media impacts public awareness in both positive and negative ways.

You can use the questions above to help you revise this general statement into a stronger thesis.

• Do I answer the question? You can analyze this if you rephrase “discuss the impact” as “what is the impact?” This way, you can see that you’ve answered the question only very generally with the vague “positive and negative ways.”
• Have I taken a position that others might challenge or oppose? Not likely. Only people who maintain that social media has a solely positive or solely negative impact could disagree.
• Is my thesis statement specific enough? No. What are the positive effects? What are the negative effects?
• Does my thesis pass the “how and why?” test? No. Why are they positive? How are they positive? What are their causes? Why are they negative? How are they negative? What are their causes?
• Does my thesis pass the “So what?” test? No. Why should anyone care about the positive and/or negative impact of social media?

After thinking about your answers to these questions, you decide to focus on the one impact you feel strongly about and have strong evidence for:

Because not every voice on social media is reliable, people have become much more critical consumers of information, and thus, more informed voters.

This version is a much stronger thesis! It answers the question, takes a specific position that others can challenge, and it gives a sense of why it matters.

Let’s try another. Suppose your literature professor hands out the following assignment in a class on the American novel: Write an analysis of some aspect of Mark Twain’s novel Huckleberry Finn. “This will be easy,” you think. “I loved Huckleberry Finn!” You grab a pad of paper and write:

Mark Twain’s Huckleberry Finn is a great American novel.

You begin to analyze your thesis:

• Do I answer the question? No. The prompt asks you to analyze some aspect of the novel. Your working thesis is a statement of general appreciation for the entire novel.

Think about aspects of the novel that are important to its structure or meaning—for example, the role of storytelling, the contrasting scenes between the shore and the river, or the relationships between adults and children. Now you write:

In Huckleberry Finn, Mark Twain develops a contrast between life on the river and life on the shore.

• Do I answer the question? Yes!
• Have I taken a position that others might challenge or oppose? Not really. This contrast is well-known and accepted.
• Is my thesis statement specific enough? It’s getting there–you have highlighted an important aspect of the novel for investigation. However, it’s still not clear what your analysis will reveal.
• Does my thesis pass the “how and why?” test? Not yet. Compare scenes from the book and see what you discover. Free write, make lists, jot down Huck’s actions and reactions and anything else that seems interesting.
• Does my thesis pass the “So what?” test? What’s the point of this contrast? What does it signify?”

After examining the evidence and considering your own insights, you write:

Through its contrasting river and shore scenes, Twain’s Huckleberry Finn suggests that to find the true expression of American democratic ideals, one must leave “civilized” society and go back to nature.

This final thesis statement presents an interpretation of a literary work based on an analysis of its content. Of course, for the essay itself to be successful, you must now present evidence from the novel that will convince the reader of your interpretation.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Anson, Chris M., and Robert A. Schwegler. 2010. The Longman Handbook for Writers and Readers , 6th ed. New York: Longman.

Lunsford, Andrea A. 2015. The St. Martin’s Handbook , 8th ed. Boston: Bedford/St Martin’s.

Ramage, John D., John C. Bean, and June Johnson. 2018. The Allyn & Bacon Guide to Writing , 8th ed. New York: Pearson.

Ruszkiewicz, John J., Christy Friend, Daniel Seward, and Maxine Hairston. 2010. The Scott, Foresman Handbook for Writers , 9th ed. Boston: Pearson Education.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

Introduction

Goals and Goal Setting

Goals Common to All RST Writers

Other Goals to Consider

Defining My Own Goals

Advice about Assignments

Getting Started: Listing Topics to Write about in the Tutorial

Narrative One: Personal Piece on a Significant Experience

Narrative Two: Academic Piece on a Significant Experience

Summary/Response One

Summary/Response Two

Tutorial Evaluation Postscript

On Using the Resources for Writers

Generating and Developing Ideas

Finding/Expressing Main Ideas

Showing v. Telling Sentences

Focusing Topic Sentences

Thesis Statements

Reading Strategies

Assessing Your Reading Strategies

Summarizing

Writing Effective Summary and Response Essays

Discourse Analysis Worksheet

Trade Magazines

Selecting Readings

Teacher Advice: Summary/Response Two

The second summary/response is one of two essays that will constitute the student's final portfolio (which will be evaluated to determine whether or not s/he moves on to CO150). This is similar to the first summary/response, but the idea is to move beyond the narratives to summarizing a different kind of academic essay and to incorporate (an)other text(s) into the response. If their discipline lends itself to this, you might try to find (with the student) some kind of essay that ties in education with their discipline. (If this seems like it will be too difficult or will unnecessarily complicate the assignment, pick something else.)

The goals for this assignment are:

How to respond to this assignment: At this point, you can start to discuss the idea of a "dual audience" - the audience that you posit for the essay and the audience that will evaluate the essay (i.e. the Writing Center Director). You'll have already discussed the conventions of summary/response, so you can ask the student to evaluate his or her own draft based on those conventions. However, this kind of revision might not take place until the second or third draft - the first draft or two you might be concerned primarily with helping the student decide on a focus for the response. Near the end, be sure to talk about conventions for incorporating material from other texts into the student's own writing (quoting, paraphrasing, etc.).

In the end, ideally the student will produce an accurate summary & focused, developed response that is informed by some of the reading he or she has done during the semester. If this seems overwhelming, though, you might work on another agree/disagree response like Summary/ Response 1 (You might also need to do this if you've been working on assignments for other classes, since you may not have been able to get to as much outside reading). Similarly, if the student seems to be working with ideas that don't fit the summary/response format, you might suggest a more inquiry-based paper, where two or more texts interact, rather than having the student respond only to one. In that case, you may want to use a modified Inquiry/Public Literacy assignment sheet (from CO150) rather than the one in the student's resource packet.

Purpose : (1) Summarize the purpose and main points of this writer's essay, and (2) Agree or disagree with his/her points based on your own experiences and reading.

Audience : The same academic audience as for the last essay you wrote (Summary/Response 1). This audience has not read either the essay you're summarizing or the other essays you've read. You'll have to give them enough information so that they will understand what you're saying about these other essays.

In this case, you have a secondary audience--the Writing Center Director will read this essay as part of your final portfolio. S/he will use it to evaluate your progress and decide if you're ready for CO150. So, you'll want to show him/her that you understand the academic conventions of writing that you've been talking about this semester with your tutor. Be sure to ask your tutor if you have questions about the portfolio or the evaluation process.

The goals are (1) to accurately summarize an article using the conventions of academic summary, (2) to provide a focused response to the article with a clear thesis statement, and (3) to develop your response using examples from other texts and/or your own experience that are clearly related to examples/ideas from the article itself.

If you're having trouble getting started, take another look at the "Summarizing" section in the back of this resource packet. You might also revisit the section on "Reading Strategies." Be sure to use your notes on the article itself - you might also make a two-column log for ideas.

Sample Thesis Statements

I agree strongly with Buckley�s theories.   I think that American people do not complain in situations where a complaint is needed.

As Richard Estrada pointed out, the names of the teams are very controversial in our society today.   In my opinion, the names of the teams are not meant to ridicule, exploit, and/or diminish the Native American in our society today.   Rather, the names are a symbol of pride and are only meant to bring positive outcomes to our society.

I can�t say that fast food jobs are made for everyone, but I don�t think they are as bad as Etzioni�s essay made them out to be.

In the essay, Etzioni shares his strong belief that working, especially at McDonald�s-type restaurants, is bad for teenagers.   I would agree that working is not a good thing for teenagers under some circumstances, but at other times it is good.

What kinds of jobs, then, would be useful for teens, and what jobs would help make good choices and decisions?   I believe that there are plenty of jobs that would be excellent life-long learning experiences for teens.

I believe the liberal arts curriculum, although expensive and time-consuming, is a vital part of a college education that can only shape who you are as a professional, but also who you are as a person.

On the whole, like King, I believe horror movies, and all other movies, are important, and we watch them for basically the same reasons.

King is right to a certain degree, but he should have used a different genre is his essay.   Science fiction makes people think.   Sci-fi stimulates the brain with intelligent stories, characters, and ideas.   The moral public should crave sci-fi movies rather than horror flicks to stay sane in this world.

On the whole, my opinion of King�s essay is that it is highly assuming and generalizing of society.

I partially agree with one of these points and disagree all together with the other.

Reflecting on these three arguments, I agree with King that there are both normal and not so normal reasons why we crave horror movies.

I, however, disagree that a solitary life is the best way to live, and I have some interesting information to support my beliefs.

While I agree with Zinsser that these four kinds of pressure exist, I also think that there are new and different pressures today.

• Natural Hazards Center
• Vision and Mission
• Advisory Board
• How to Contribute
• In the News
• Center Staff
• Directors 1976-Present
• Mary Fran Myers Scholarship
• Disability and Disasters Award
• Student Paper Competition
• Mary Fran Myers Gender and Disaster Award
• Press/Contact Us
• Disaster Research - News You Can Use
• Current Issue
• Issue Index
• Research Counts
• Children and Disasters
• Mass Sheltering
• Disaster Cycle
• Equity and Inclusion
• Research to Practice Publications
• Publications Index
• Research Briefs
• Community Engagement Briefs
• Director’s Corner
• Director’s Corner Index
• Quick Response Reports
• Mitigation Matters Reports
• Weather Ready Reports
• Public Health Reports
• Legacy Publications
• Natural Hazards Observer
• Natural Hazards Informer
• Monograph Series
• Working Papers
• Our Scholarship
• Books and Monographs
• Journal Articles
• Book Chapters
• Making Mitigation Work
• CONVERGE Training Modules
• Tribal Listening Sessions
• Indigenous Sovereignty and Emergency Response
• NSF Enabling Program
• 2024 Workshop
• 2024 Researchers Meeting
• 2024 Practitioners Meeting
• Save the Dates
• Workshop History
• Past Workshops
• Quick Response Research
• Special Call: Climate and Health
• Public Health Disaster Research
• Weather Ready Research
• Mitigation Matters Research
• Current Projects and Grants
• Completed Projects and Grants
• Dissertations
• General Interest
• Upcoming Conferences
• Webinars and Training
• Documentaries
• Resource Lists
• Publication Outlets
• Book Series
• Award Opportunities
• Research Centers
• Disaster Grads Listserv

For full functionality of this site it is necessary to enable JavaScript.

Here are the instructions how to enable JavaScript in your web browser .

Closing Discussion and Agenda Setting

Thursday, July 18, 5:00 to 5:30 p.m. MDT Location: Centennial Ballroom

Please join us for this closing session of the 2024 Researchers Meeting. The chairs of this year’s meeting will offer a summary of key contributions, share opportunities for publishing research papers, and gather ideas for the next Researchers Meeting , which is scheduled for July 16 to 17, 2025, in Broomfield, Colorado.

Back to Schedule