Act III – Entries 9-12: Choose one of the annotative responses for each of the four scenes in Act III. Write plenty to demonstrate your deep, thoughtful engagement with the text. Don’t skimp or hurry!
Annotative Responses for Literature, specifically Hamlet by Shakespeare
(Just do your best to interpret the meaning of each kind of response. You can repeat a response, just not immediately after or preceding the same response.)
Heuristic response: Restates a snappy portion of the section that makes the reader want to respond. It is best to use the author’s own words. Cite the passage with act, scene, and line numbers which prompts your response. Then respond.
Question response: Turns the main point of the story or information into an organizing question that the selection answers. Write a question that is answered holistically by the selected scene. Then respond.
Critical response: Supports, rejects, or questions the main idea, and tells why. The first sentence of this type of response should restate the author’s position. The next sentence should state your position. Additional sentences should explain how the two differ. Focus the criticism on one of the topics addressed by the writer in the specified chapter, act, or scene.
Moral-ethical response: Requires reference to values and beliefs that guide, or one believes should guide, attitudes and behavior; and hence, both reflects and influences character development and complexity of thinking. What belief system of values guides a specific character? What values guide the community or culture?
Discipline-connective response: This is a conscious search for relevant ideas, facts, and factors that may seldom appear related to a topic because schooling, as opposed to learning, tends to have subject boundaries whereas ideas do not. Make connections between this piece of literature and other ideas, experiences, and works
Reading Awareness: Identifies or comments on a problem one may have had in reading and understanding a specific piece. Think about your thoughts. Write about that in response to the scene.

idk

explanation:

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i think the anti-race spokesman is working to achieve equality between whites and blacks and to encourage blacks to shakespeare's theory

what: when quoting a source, use the author’s words verbatim, or word-for-word. this means you shouldn’t change any grammar, punctuation, spelling, etc. put quotations around the words to tell your reader where the quote begins and where it ends.

you also need to acknowledge the author. for example, if using mla format for your research paper, you should have in-text citations with the author’s name and page number listed at the end of each quote.

when: use quotations to provide concrete examples to support your claims. using direct quotations is a great way to build your credibility on the subject. it’s also a good idea to quote your source when the author states things in a powerful way. if you think he or she said it best, then use the exact words to share the ideas.

example: in the short story “a jury of her peers”, mrs. hale compares mrs. wright to her caged bird, saying “she—come to think of it, she was kind of like a bird herself. real sweet and pretty, but kind of timid and—fluttery. how—she—did—change” (glaspell).

paraphrasing

what: paraphrasing differs from quoting because you restate the passage in your own words. since you don’t use the author’s words, you don’t need to use quotation marks. however, you still need to acknowledge the author for his or her ideas.

when paraphrasing a text, you should communicate the full meaning of the text; don’t change the meaning. it can be a condensed version of the text, or it could end up being longer than the source it’s paraphrasing.

when: you use paraphrasing when you take notes, or explain a chart or diagram to someone. paraphrasing highlight the important parts of a larger text. it also allows you to simplify the ideas for your readers.

example:

original: “it was no ordinary thing that called her away–it was probably further from ordinary than anything that had ever happened in dickson county. but what her eye took in was that her kitchen was in no shape for leaving: her bread all ready for mixing, half the flour sifted and half unsifted” (glaspell).

paraphrase: as mrs. hales walks around mrs. wright’s home, she notices that the kitchen is in disarray as if she was in the middle of baking bread (glaspell).