a long walk to water essay introduction

A Long Walk to Water

Linda sue park, ask litcharts ai: the answer to your questions.

Welcome to the LitCharts study guide on Linda Sue Park's A Long Walk to Water . Created by the original team behind SparkNotes, LitCharts are the world's best literature guides.

A Long Walk to Water: Introduction

A long walk to water: plot summary, a long walk to water: detailed summary & analysis, a long walk to water: themes, a long walk to water: quotes, a long walk to water: characters, a long walk to water: symbols, a long walk to water: theme wheel, brief biography of linda sue park.

Historical Context of A Long Walk to Water

Other books related to a long walk to water.

• Full Title: A Long Walk to Water
• When Written: 2009-2010
• Where Written: Chicago, Illinois and Rochester, New York
• When Published: Fall 2010
• Literary Period: 21st century fictionalized biography
• Genre: Historical fiction (part of the book is based on the true story of Salva Dun, but Park emphasizes that the book has been fictionalized in parts)
• Setting: Sudan, Ethiopia, Kenya, United States
• Climax: The death of Uncle Jewiir
• Antagonist: Poverty, warfare
• Point of View: Third person limited; the book cuts back and forth between the perspectives of the two main characters, Salva and Nya

Extra Credit for A Long Walk to Water

A successful nonprofit. Salva’s organization, Water for South Sudan, is a real nonprofit organization; to date, it has built over three hundred wells throughout the Sudanese region.

Home — Essay Samples — Literature — Book Review — “A Long Walk to Water” by Linda Sue Park: Analysis

"A Long Walk to Water" by Linda Sue Park: Analysis

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Published: Mar 16, 2024

Words: 478 | Page: 1 | 3 min read

Table of contents

Perseverance, power of hope.

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Survival In Challenging Environments

Description.

Students explore theme in A Long Walk to Water, collect textual evidence to answer the question “How do individuals survive in challenging environments?” and read informational texts that provide more information about the context of the novel.

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• Grade 7 ELA Module 1, Unit 2 Overview
• Grade 7 ELA Module 1, Unit 2: Full Unit in PDF

In This Unit

• lesson 1: Theme
• lesson 2: Routines
• lesson 3: Practicing Note-Taking Routines
• lesson 4: Theme And A Long Walk To Water
• lesson 5: Juxtaposition
• lesson 6: Comparison Of Accounts
• lesson 7: Author's Use Of Alteration
• lesson 8: Analyzing Theme And Characters
• lesson 9: Mid-Unit Assessment
• lesson 10: Introducing Essay Prompt
• lesson 11: Analyzing A Model Essay: “Challenges Facing A Lost Boy Of Sudan”
• lesson 12: The Rubric
• lesson 13: Analyzing A Model Essay
• lesson 14: Evidence To Support A Claim
• lesson 15: Writing The Body
• lesson 16: Introduction And Conclusion
• lesson 17: Performance Task Introduction
• lesson 18: Gathering Evidence
• lesson 19: Revision

Related Guides and Multimedia

Our professional learning resources include teaching guides, videos, and podcasts that build educators' knowledge of content related to the standards and their application in the classroom.

Building Fluency: Unbound A Guide to 6-12 ELA/Literacy Practices

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A Long Walk to Water

61 pages • 2 hours read

A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more. For select classroom titles, we also provide Teaching Guides with discussion and quiz questions to prompt student engagement.

Chapter Summaries & Analyses

Chapters 1-2

Chapters 3-4

Chapters 5-7

Chapters 8-9

Chapters 10-11

Chapters 12-13

Chapters 14-15

Chapters 16-18

Character Analysis

Symbols & Motifs

Important Quotes

Essay Topics

Discussion Questions

The author combines two parallel plots that only connect at the end. How do they connect? What does that connection demonstrate?

What is the significance of Uncle Jewiir? What part does he play in Salva's life and personal philosophy?

Though the travelers never encounter the war itself, they are constantly running from it. What does Park seem to be saying about the unnamed casualties of war?

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‘A Long Walk To Water’ Reading Reflection (G5) @ Mr. Eric | Tuesday, Nov 23, 2021 | 2 minute read | Update at Tuesday, Nov 23, 2021

‘A Long Walk To Water’ is a story about two main characters, one Salva, one Nya. Salva experienced war and Nya met negative effects on life for the drought of Sudan. Salva got a new family in the US but also had some members of his original family. He cherished any chance he met and dug wells for people of Sudan, even his enemies, which included Nya. I agree with what he said: Never Lose Hope.

Almost every person who experienced war can say these words, especially Salva, who had a friend who was eaten by a lion and his uncle was murdered right before his eyes. Salva was especially effected by war since he was once rich. Nya was so surprised when Salva helped her, and if I were Nya, I would have been moved too. If I were Salva I can’t almost do anything that Salva did in his situation. He’s the master of never losing hope. It makes people so grateful to Salva.

One thing I learnt from the book, is always value and experience life throughly. It’s really, really important to never lose hope, never get mad at life and never try to end it because it’s an experience that is very realistic. It’s all a long dream, an exquisite illustration on blank paper, a long biography, an everlasting name, a unique song, and it’s something that you can never mimic or re-create. When a life ends it ends with no continue. A killer is who hasn’t thought about anything about life, because he’s drawing end marks to endless original, unique and un-continuable, creations of fate.

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A Long Walk to Water

By linda sue park, a long walk to water summary and analysis of chapters 1-4.

Southern Sudan, 2008

Nya carries the empty plastic water container, which is much easier than when she has to carry it home full. There are thorns, heat, and time—and that is it.

Southern Sudan, 1985

Eleven-year-old Salva sits perfectly, ostensibly paying attention to the teacher but dreaming about when he can get out on the road home. At home, he speaks Dinka, but here at school, his teacher teaches them Arabic.

Salva knows he is lucky to be at school, though he cannot attend during the dry season because his family moves away from their village. Salva’s father is successful, owning many cattle and working as a judge. Salva has three brothers and two sisters.

Today Salva wishes he were at home with the cattle. He thinks of driving them with the local boys to the good grazing areas. The cows only need a bit of watching, and there is plenty of time to play. Salva and the boys make cows out of clay and try to make the best one. Sometimes they practice shooting. It is a good day when they can get a guinea hen or squirrel and cook it up and eat it.

Salva is currently hungry and is dreaming of milk. He imagines his mother looking out to the road for when he will come home. He will see her headscarf from afar and when she sees him she’ll get his milk ready.

The teacher stops. A cracking sound like gunshots is heard outside. It is silent, but then suddenly the cracks and pops are louder and insistent. The teacher screams for them all to get down. Some boys are frozen in shock. Outside people are running. The teacher tells them urgently to get into the bush and do not go home since they will be going into the villages. He urges them once more.

Salva does not know much about the war, which started two years ago. He does know the rebels are from Southern Sudan, where he lives. They are fighting against the government, which wants to make all of the country Muslim. Here in the South, they do not want to be forced to practice Islam. Now the war has come here.

Salva is near the end of the line of boys and his heart is pounding. He wants to go home but out in the street women and children and men are running, kicking up dust. Salva starts running as fast as he can until he gets into the bush.

Nya tries not to step on one of the spiky plants, but she lifts her heel up and sees a huge thorn embedded in it. She grabs another thorn to try and dislodge the first.

Salva hears a huge boom and sees a blaze and smoke behind him. He sees a plane veering in the sky but can no longer make out the school.

He runs until he cannot run anymore, then walks. All around him are people walking and he searches anxiously for his family. Someone calls out for them to separate by village. Salva stands with the people from his village of Loun-Ariik, and while he recognizes some people, his family is not there.

That night the people sleep by the road. The next morning they see the rebels, all carrying large guns. The guns are not pointed at the crowd but the men are watchful and fierce.

Later in the afternoon, the group arrives at the rebel camp where they are separated into men, and women and children. Salva does not know which group to join and heads towards the men but a soldier with a gun stops him and looks at him. His insides knotted in fear, Salva waits as the man points him to the women and children, laughingly telling him that he is not a man yet.

The rebels move on the next morning, carrying all of their supplies. One man does not want to go and a soldier strikes him with his gun.

Salva stays with his village group. That night they find a barn to sleep in. He cannot stop thinking about his family.

In the morning Salva opens his eyes and realizes with a start that no one else is there –they’d left him.

Nya notices all the life at the pond –women, children, birds flapping and twittering, herds of cattle. She uses the hollowed gourd to dip into the muddy water and fills the plastic container over and over again. She places a cloth donut on her head and then sets the container on it to begin the walk back. If she is lucky, she will be home by noon.

Salva’s eyes fill with tears. He knows he has been left because he is a child and the people think he’d slow them down.

Looking outside, he sees a small pond near the barn. A woman with Dinka scars is there. He is relieved she is not one of the Nuer, a rival tribe. For hundreds of years, the tribes had warred over the land with the most water.

The woman, who is quite old, stares at him and finally says he must be hungry. She gives him a few handfuls of peanuts and he thanks her. She asks where his people are and he cannot speak for the tears. She asks if he is an orphan and he explains what happened. She asks how he will find them and he admits he does not know.

Salva wonders if he ought to stay here until the fighting stops, so for the next three days, he works very hard for the old woman. He can hear the distant booming of artillery.

Unfortunately, the old woman says that the pond is drying up and the fighting is not stopping, so she is going to a local village and he must leave her. Salva is confused as she explains that as an old woman she will be left alone but if he is with her it will be more dangerous. She is sympathetic, but will not budge.

Salva has no idea where to go or what to do. As the sun sets, though, he hears a buzz of voices and sees about a dozen Dinka villagers.

Back at home, Nya has a meal of boiled sorghum and milk. Her mother tells her to take her sister Akeer with her to the watering hole because she must learn. This will be Nya’s second trip to the pond; this is what she does for seven months of the year.

Salva scans the faces and is morose that he does not see his family. The old woman comes out and asks if they will take him. Some are hesitant, noting they already have mouths to feed. One woman looks at him, though, then at one of the men. They say he will come with them.

Salva bids the old woman goodbye and joins the group. He is determined to stay quiet and not lag behind.

The days are never-ending. They walk and walk more. The terrain moves from scrub to woodland. More people join them on their walk to nowhere.

Salva’s hunger astonishes him in its intensity; nothing else seems real. He falls a little bit behind one day. A boy named Buksa lags behind as well, but he seems to be listening to something. Salva strains his ears but hears nothing.

Buksa smiles and tells Salva to get the others because a bird he was listening to has led him to a beehive.

Salva rushes off, elated at this imminent feast.

The major thing for readers to note about this novel is that it is based on a true story. Park was friends with Salva Dut and knew his incredible story. She consulted him personally and reviewed his own memoir in which he chronicled some of the things he endured. For the story of Nya, she based it off of her research on Sudanese villages, as well as Salva’s advice and her own husband’s trip to Sudan with Salva. Thus, it is important for readers to be aware that all the major events of Salva’s story are true, and that only some of the dialogue and the character of Nya herself are fictional.

Park weaves together her two stories in a way that they are different but similar, parallel but eventually conflating. Salva and Nya are both eleven years old when their stories begin. They both understand to an extent the problems that plague their country—war, lack of drinkable water, etc.—but do the best they can do to survive and are often concerned with their immediate family before anything else. Nya has an arduous trek to fetch water for her family, sees her sister almost die, and observes her mother’s fears that the constant warfare between the Dinka and the Nuer will result in the deaths of her father and/or brothers. Salva’s home life before the village is attacked is a lot more ideal, but it is short-lived in that at only eleven years old, Salva is forced to flee into the bush and leave his family or face being swept up into the fighting.

Both of the children understand their duties and what is necessary to survive. Nya is a more skeptical figure while Salva retains hope a bit more easily. Nevertheless, Salva’s experience is arguably a more perilous one; over the course of his exile from home, he endures starvation, heat exhaustion, dehydration, almost being shot, almost drowning, almost being attacked by crocodiles, and almost being forced to fight. He loses a best friend, his uncle, and, to the best of his knowledge at the time, his entire family. Despite all of this, Salva maintains the will to endure.

Salva is by all accounts an incredible figure, and one most people would deem heroic, but Park writes him in a very relatable, human way. He is a little stubborn, a little dreamy, a little weak. He doesn’t understand everything that is going on around him. He is a real child who desperately misses his family, wonders what will happen to himself, and spends time lost in the memories of the life he once had.

Salva’s reliability is in sharp contrast to the backdrop of the novel, which is of a hellishness that most readers will not be able to grasp. The Sudanese Civil War, discussed in the “Other” section of this study guide, swallowed up almost everyone in its wake and lingered for decades. The things Salva and Nya experience as a result of the fighting and the condition of Sudan will likely not personally resonate with Western readers. However, Park’s real skill as a writer is that in her straightforward, lucid prose she makes a complicated situation digestible, conveys trauma without being prurient or obfuscating, and allows readers, through walking alongside Salva and Nya, to consider big themes like survival and courage and family as well as their own place in the world.

A Long Walk to Water Questions and Answers

The Question and Answer section for A Long Walk to Water is a great resource to ask questions, find answers, and discuss the novel.

What are uncertainties in Salva's life

Salva did not want to get left behind again. He feels unsure if anyone will take him. He sees strangers and nobody is family. An old woman tries to convince the group of men to take Salva, but they claim he will be a drain on their resources. They...

How did Salva’s circumstances change from good … to bad … to good?

You can check out the short summaties of these chapters below:

https://www.gradesaver.com/a-long-walk-to-water/study-guide/summary-chapters-1-4

What is the main event in chapter 14-16

The main event is Salva as a young man. Now an engineer, he is finding water for his countrymen. This is really Salva's transition from boy to man both in the United States and in Africa.

Study Guide for A Long Walk to Water

A Long Walk to Water study guide contains a biography of Linda Sue Park, literature essays, quiz questions, major themes, characters, and a full summary and analysis.

• About A Long Walk to Water
• A Long Walk to Water Summary
• Character List

Lesson Plan for A Long Walk to Water

• About the Author
• Study Objectives
• Common Core Standards
• Introduction to A Long Walk to Water
• Relationship to Other Books
• Bringing in Technology
• Notes to the Teacher
• Related Links
• A Long Walk to Water Bibliography

Wikipedia Entries for A Long Walk to Water

• Introduction
• Water for South Sudan

A Long Walk to Water Essay

     We have just finished reading A Long Walk to Water by Linda Sue Park. As a final summative assessment for this unit, you will write an analytical essay to explore some of the issues we explored during our reading of the novel. 

Your task is to write a five paragrph analytical essay in response to one of the three main questions we explored during this unit. A five paragraph essay means that you should have an introduction (with a clear, concise thesis statement), three body paragraphs , and a conclusion .

The three essay prompts you have to choose from are :

1. How do culture, time, and place influence the characters' development in A Long Walk to Water?

2. What are the three most essential survival skills that Salva and Nya use to survive?

3. Are people mostly good or mostly cruel?

Choose ONE of the three prompts to answer for your essay.

You MUST use evidence from A Long Walk to Water in your essay. You can also choose to use evidence from the "Xenophobia" and "Historical Context of Sudan" non-fiction articles we read to support your claims.   

In order to complete this task successfully, you should use the anchor charts and graphic organizers we gave you to help you flesh out your ideas and structure your paragraphs. 

For the introduction , be sure that you include the three essential components :

1. A hook to capture your reader's attention.

2. Context/ background information so that someone unfamiliar with the novel will be able to understand what the book is about.

3. A clear, concise thesis statement that both answers the essay prompt and states your position.

For the three body paragraphs , you should have two pieces of evidence to support each of your three topic sentences . Each body paragraph should be substantial in length (8 - 10 sentences) and should have the following components: 

Topic sentence Introduce Evidence #1 (Context) Evidence #1 (Quote) Explain Evidence (What does it say?) Analyze Evidence (How does it prove my topic sentence?) Introduce Evidence #2 (Context) Evidence #2 (Quote) Explain Evidence (What does it say?) Analyze Evidence (How does it prove my topic sentence?)

For the conclusion , be sure to include the three essential components :

1. Restate your thesis (in different words).

2. Review the main points of your essay.

3. End with a powerful, final statement.

Your essay will be evaluated using the rubric posted below. Please refer to it when writing your essay to be sure that you have included all of the necessary components. Also, be aware that spelling, grammar, and punctuation are a factor when evaluating your essay, so whether you choose to type or hand-write your essay, be sure to proofread your work !!

A cover page for your essay is not necessary, but you may include one if you'd like. You are allowed to write your essay  neatly  by hand, but if you choose to type it, it should be  double-spaced  and you have to use  12-point, Times New Roman font . Also, typed essays should be printed and handed in as a hard copy .

I will not accept any essays through e-mail or through Google docs!

So, if you are choosing to type your essay, make arrangements to have it printed BEFORE class begins on the due date. Late essays will have 5 points deducted from it for every day that it is late .

A Long Walk to Water Essay Rubric

EL Education Curriculum

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• ELA 2019 G7:M1:U2:L8

Compare an Informational Text to A Long Walk to Water

In this lesson, daily learning targets, ongoing assessment.

• Technology and Multimedia

Supporting English Language Learners

Materials from previous lessons, new materials, closing & assessments, you are here:.

• ELA 2019 Grade 7
• ELA 2019 G7:M1
• ELA 2019 G7:M1:U2

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Focus Standards:  These are the standards the instruction addresses.

• RL.7.9 , W.7.9a , W.7.9b

Supporting Standards:  These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

• RL.7.1 , RL.7.4 , RI.7.1 , RI.7.10 , W.7.2 , W.7.2b , SL.7.1 , L.7.6
• I can begin gathering and analyzing evidence to use in planning and writing my essay. ( RL.7.1 , RI.7.1 )
• I can compare and contrast events in A Long Walk to Water with an informational text describing the same events. ( RL.7.9 , W.7.9a , W.7.9b )
• Opening A: Entrance Ticket: Unit 2, Lesson 8 ( RL.7.4 )
• Work Time B: Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher ( RL.7.1 , RL.7.9 , RI.7.1 , W.7.9a , W.7.9b )
• Ensure there is a copy of Entrance Ticket: Unit 2, Lesson 8 at each student's workspace.
• Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

• Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.

Supports guided in part by CA ELD Standards 7.I.A.4, 7.I.B.6, 7.II.A.1, 7.II.A.2, 7.II.B.5, 7.II.C.6, and 7.II.C.7.

Important Points in the Lesson Itself

• To support ELLs, this lesson revisits a text from Lesson 1 to teach students how to compare and contrast fictional and informational texts. Reusing a familiar text to teach a challenging new concept benefits ELLs by ensuring that they can focus the bulk of their attention on learning the new concept, rather than trying to understand the language of an unfamiliar text.
• ELLs may find locating paragraphs from A Long Walk to Water to compare to sentences in "The 'Lost Girls' of Sudan" challenging because of the speed at which it is necessary to read and/or skim both of these texts to have enough time to compare them in the note-catcher. Therefore, additional supports such as the ones listed below may be useful.
• compare and contrast, staggered (A)

(A): Academic Vocabulary

(DS): Domain-Specific Vocabulary

• Equity sticks (from Unit 1, Lesson 1, Opening A)
• Close Readers Do These Things anchor chart (one for display; from Unit 1, Lesson 4, Opening A)
• Academic word wall (one for display; from Unit 1, Lesson 1, Opening A)
• Text Guide: A Long Walk to Water (for teacher reference) (from Unit 1, Lesson 2, Work Time A)
• Work to Become Ethical People anchor chart (one for display; from Unit 1, Lesson 2, Opening B)
• Work to Become Ethical People anchor chart (example for teacher reference) (from Unit 1, Lesson 2, Opening B)
• Questions about A Long Walk to Water anchor chart (one for display; from Unit 1, Lesson 2, Work Time A)
• Questions about A Long Walk to Water anchor chart (example for teacher reference) (from Unit 1, Lesson 2, Work Time A)
• Vocabulary log (one per student; from Unit 1, Lesson 2, Opening A)
• A Long Walk to Water (text; one per student; from Unit 1, Lesson 1, Work Time C)
• "The 'Lost Girls' of Sudan" article (one per student and one for display; from Unit 2, Lesson 1, Work Time A)
• Entrance Ticket: Unit 2, Lesson 8 (answers for teacher reference)
• Images of Juba (one for display)
• Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher (example for teacher reference)
• Entrance Ticket: Unit 2, Lesson 8 (one per student)
• Online or print dictionaries (including ELL and home language dictionaries; one per small group of students)
• Synopsis: A Long Walk to Water , Chapter 15 (one per student)
• Sticky notes (one of each gist color per student)
• Similarities and Differences: A Long Walk to Water and "The 'Lost Girls' of Sudan" note-catcher (one per student and one to display)

Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.

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