responding of essay

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

24 How do I Write a Response Essay?

Pre-writing steps:

• Read the essay prompt carefully.
• Activate schema

Actively read the assigned article.

Analyze the article to determine the rhetorical situation.

• Consider your own thoughts about the article.
• Decide how you want to respond.

Conference #1

Structure your essay.

• Outline the essay you want to write.

Draft a working thesis.

Drafting the essay:

Write a summary of the article as your introduction.

Write 3 or more body paragraphs in response to the article.

Review your draft so far.

Write the conclusion to summarize your thoughts.

Revising steps:

Peer review

Conference #2

• Revise your essay.
• Proofread your essay.

—————————————–

Read the essay prompt carefully

• Highlight or note the important points
• Ask questions for any part that isn’t clear to you.
• Retrieve your assigned article.

Activate schema.

• Skim and scan the article to identify the topic and the author(s).  Look for subtitles and boldly printed words.  Read the author’s bio which is often located at the beginning or at the end of the article.  Identify the publication.  Read the first sentence of each paragraph.  Ask yourself, “Am I familiar with this topic?” This will help you to activate your schema.
• identify the key points and ideas
• make note of where you agree or disagree
• highlight impactful sentences to quote the author later
• paraphrase the author’s words
• summarize the article
• What is the message?
• What is the context?
• Who is the author?
• What is the author’s purpose?
• What is the structure of the text?
• Who is the audience?

Consider your own thoughts about the author and their message.

• What do I think about this topic?
• Is this author trustworthy?
• Is the article written to inform or persuade me?
• If it is written to persuade, on which points do I agree or disagree?
• Is the author biased?
• Does the article have an objective or subjective tone?
• What did I like or dislike about what the author has written in this article?
• What made the most sense to me? What was confusing about this article?

Decide how to respond.

There are several ways in which to respond to an article.  You may choose a type of response from the following list:

• Before/After- Discuss your thoughts about this topic before you read the article, then explain what you learned from the article using evidence from the text.
• Persuasion- Discuss which parts of the articles you found convincing and/or which parts of the article you did not find convincing.
• Agreement or Disagreement- Discuss an idea that the author presented to which you agree or disagree. If there were two points of view that were presented, explain which one you agree with and explain why.
• Affect- Explain the emotional effect that the article had on you. Explain why you responded that way including your own background and your own thoughts/ experiences.
• Association- Share something from the article that is similar to your own experience.  Or relate the information to a different article that you have read before this article.
• Most students wait until they have a draft, but seriously, this is the best time to talk to a writing tutor about your project.
• HCC has several options for free tutoring. Best choice: after class, drop in at the Composition and Learning Center (CLC) in Duncan Hall 210. This is staffed by current HCC English professors, and you can talk to one for 10-20 minutes about your assignment and your ideas for your topic, and what to include in your essay.
• There are also drop-in tutors at the Learning Assistance Center (LAC) in RCF 340.
• an introduction- a summary paragraph of the article
• a response- 3 or more body paragraphs responding to the author
• a conclusion- a concluding paragraph summing up your thoughts.

Outline the essay your want to write.

• Use the structure of the response essay to determine the order of each paragraph.  Gather your notes. Review the way you chose to respond.   Write a main idea statement for each paragraph of your essay.  Then, list (using bullet points) the details that you want to include under each main idea statement. You can also list relevant quotes from the article that support your ideas.
• A thesis includes your topic and what you are going to say about this topic.
• A thesis always has two parts: a topic AND something important about this topic that your essay is going to discuss.
• A thesis is NEVER a question.
• Use your notes and the rhetorical situation of the article to write a summary.  Begin with an introductory sentence that introduces the publisher, author, topic, purpose, and the main idea of the article.
• Next, write a few sentences to describe the key points the author made to support the main idea.
• End your summary with your thesis.
• During your pre-writing, you decided how you might want to respond to the article.  Use your outline to draft your body paragraphs.  Use your synthesis skills to corporate relevant quotes from the article into paragraphs to support your ideas.
• Is your summary of the article concise, objective, and accurate?
• Do your body paragraphs respond to the article?
• Do you have a main idea for each of the body paragraphs?
• Do the sentences in each paragraph support each main idea?
• This question is extremely important.  If you find that you did not respond to the article in the way you had originally planned, revise your thesis.
• End your essay by summarizing the main points you shared in your body paragraphs.
• A classmate; a friend; a relative: ask someone to read over your work. Note their questions as they read.
• At the very least, read your essay aloud to yourself, stopping when you get tripped up in words or sentences. Consider how to make these rough spots easier to read.
• Schedule a conference with your instructor, or drop in on their student/office hours, or send them a Zoom request to talk about any questions you have about your draft.
• You can also drop in at the CLC in DH210 or LAC in RCF 340 to have a conference with a tutor.

Revise your essay

• Look at your outline: have you forgotten anything?
• Do a paragraph outline of just main idea sentences for each paragraph: you’ll have a 5-7 sentence summary of your whole essay.

Proofread your essay

• take on an objective tone?
•  introduce the article properly?
• capture the main point of the article?
• respond to the article?
• capture your thoughts and opinions?
• begin with a main idea statement followed by detail?
• include quotes from the article?
• concisely review your thoughts about the article?
• Major grammar errors include run-on sentences, comma splices, and sentence fragments.
• You are responsible for running Grammarly or another grammar/spellcheck before your essay is submitted.
• Your instructors want to focus on improving your WRITING—not technical errors that machines can catch easily.
• Use Modern Language Association (MLA) guidelines for formatting your academic essay and for any in-text citations or a Works Cited page.

College Reading & Writing: A Handbook for ENGL- 090/095 Students Copyright © by Yvonne Kane; Krista O'Brien; and Angela Wood. All Rights Reserved.

Share This Book

How to Write a Response Paper

• Writing Essays
• Writing Research Papers
• English Grammar
• M.Ed., Education Administration, University of Georgia
• B.A., History, Armstrong State University

Most of the time when you are tasked with an essay about a book or article you've read for a class, you will be expected to write in a professional and impersonal voice. But the regular rules change a bit when you write a response paper.

A response (or reaction) paper differs from the formal review primarily in that it is written in the first person . Unlike in more formal writing, the use of phrases like "I thought" and "I believe" is encouraged in a response paper. 

You'll still have a thesis and will need to back up your opinion with evidence from the work, but this type of paper spotlights your individual reaction as a reader or viewer.

Read and Respond

Grace Fleming

For a response paper, you still need to write a formal assessment of the work you're observing (this could be anything created, such as a film, a work of art, a piece of music, a speech, a marketing campaign, or a written work), but you will also add your own personal reaction and impressions to the report.

The steps for completing a reaction or response paper are:

• Observe or read the piece for an initial understanding.
• Mark interesting pages with a sticky flag or take notes on the piece to capture your first impressions.
• Reread the marked pieces and your notes and stop to reflect often.
• Record your thoughts.
• Develop a thesis.
• Write an outline.
• Construct your essay.

It may be helpful to imagine yourself watching a movie review as you're preparing your outline. You will use the same framework for your response paper: a summary of the work with several of your own thoughts and assessments mixed in.

The First Paragraph

After you have established an outline for your paper, you need to craft the first draft of the essay using all the basic elements found in any strong paper, including a strong introductory sentence .

In the case of a reaction essay, the first sentence should contain both the title of the work to which you are responding and the name of the author.

The last sentence of your introductory paragraph should contain a thesis statement . That statement will make your overall opinion very clear.

Stating Your Opinion

There's no need to feel shy about expressing your own opinion in a position paper, even though it may seem strange to write "I feel" or "I believe" in an essay. 

In the sample here, the writer analyzes and compares the plays but also manages to express personal reactions. There's a balance struck between discussing and critiquing the work (and its successful or unsuccessful execution) and expressing a reaction to it.

Sample Statements

When writing a response essay, you can include statements like the following:

• I felt that
• In my opinion
• The reader can conclude that
• The author seems to
• I did not like
• This aspect didn't work for me because
• The images seemed to
• The author was [was not] successful in making me feel
• I was especially moved by
• I didn't understand the connection between
• It was clear that the artist was trying to
• The soundtrack seemed too
• My favorite part was...because

Tip : A common mistake in personal essays it to resort to insulting comments with no clear explanation or analysis. It's OK to critique the work you are responding to, but you still need to back up your feelings, thoughts, opinions, and reactions with concrete evidence and examples from the work. What prompted the reaction in you, how, and why? What didn't reach you and why?

• How To Write an Essay
• How to Write a Solid Thesis Statement
• What Is a Critique in Composition?
• Writing an Opinion Essay
• 6 Steps to Writing the Perfect Personal Essay
• 5 Steps to Writing a Position Paper
• 10 Steps to Writing a Successful Book Report
• How to Write a Great Process Essay
• How to Write a Good Thesis Statement
• How to Write a Persuasive Essay
• How to Write a News Article That's Effective
• What an Essay Is and How to Write One
• How to Write a Critical Essay
• How To Write a Top-Scoring ACT Essay for the Enhanced Writing Test
• Tips on How to Write an Argumentative Essay
• How to Write a Great Book Report

How to Write a Response Paper: Understanding the Basics

Writing a response paper is an important task for students. It allows them to critically analyze a text, express their thoughts and opinions, and improve their writing skills. In this comprehensive guide, our ‘ write my essay ’ experts will explore the basics of how to write a response paper, pre-writing steps, and crafting a winning introduction, body, and conclusion. So, let's dive in and discover a flawless response paper at the end!

Defining What is a Response Paper

A response paper is a written assignment that requires the student to read a text and respond to it by expressing their views on the topic. It can be a stand-alone assignment or part of a larger project. When writing a response paper, it is important to remember the audience you are writing for. Are you writing for your professor, classmates, or a broader audience? This will help you tailor your writing style and tone accordingly.

Moreover, this kind of academic assignment should not only summarize the text but also provide a critical analysis of its main arguments and ideas. It should demonstrate your understanding of the text and your ability to engage with it in a thoughtful and meaningful way.

Purpose of Crafting a Response Paper

Writing response papers aims to demonstrate your understanding of the text, give your opinions and thoughts, and provide evidence to support your claims. In addition, this type of paper can help you develop critical reading skills and formulate coherent arguments. By engaging with the text, you can identify its strengths and weaknesses, evaluate its claims, and form your own opinions about the topic.

Furthermore, crafting response paper examples can be a valuable exercise in self-reflection. It allows you to articulate your thoughts and feelings about a particular topic and can help you better understand your values and beliefs.

Types of Response Papers

There are various types of response papers, each with its own unique characteristics and requirements. These include:

• Personal response : Here, you express your personal opinions, thoughts, and emotions about the text. This type of paper allows you to engage with the text more personally and explore your reactions to it.
• Critical response : Involves analyzing, evaluating, and interpreting the text to provide a critique. This type of paper requires you to engage with the text more objectively and analytically, focusing on its strengths and weaknesses and providing evidence to support your claims.
• Research-based response : Research-based response paper examples involve using external sources to support your claims. This type of paper requires you to engage with the text and supplement your analysis with evidence from other sources, such as scholarly articles, books, or interviews.

Too Overwhelmed with Academic Assignments?

Let our professional writers take the burden off your shoulders, order an essay and rest easy knowing that your assignment is in capable hands!

How to Write a Response Paper: Pre-Writing Steps

Before diving into the writing process, laying a strong foundation through effective pre-writing steps is crucial. These initial stages not only provide clarity and structure but also enhance the overall quality of your response. And if you aren’t sure how to write a reaction paper , these steps can also be employed for your assignment.

Carefully Read and Analyze the Text

The first step in response paper creation is to carefully read and analyze the text. This involves more than just reading the words on the page; it requires critical thinking and analysis. As you read, pay attention to the author's tone, style, and use of language. Highlight important points, take notes, and identify the author's main argument and themes. Consider the context in which the text was written and how it relates to contemporary issues.

For example, if you are reading a historical document, think about how it reflects the social and political climate of the time. If you are reading a work of fiction, consider how the characters and plot relate to larger themes and ideas. By carefully analyzing the text, you will be better equipped to write a thoughtful and insightful response.

Take Notes and Highlight Key Points

Another important step is to take notes while reading, as it helps you organize your thoughts and ideas. As you read through the text, jot down your reactions, questions, and observations. Highlight key points, evidence, and quotes that support the author's argument. This will make it easier to refer back to specific parts of the text when you are writing your response.

Additionally, taking notes can help you identify patterns and connections between different parts of the text. This can be especially helpful when you are trying to develop your thesis statement and outline.

Develop a Thesis Statement

A thesis statement is a central argument that you will be making in your paper. It should be clear and concise and provide direction for your essay. Your thesis statement should be based on your analysis of the text and should reflect your own perspective.

When developing your thesis statement, consider the main argument of the text and how you agree or disagree with it. Think about the evidence and examples that the author uses to support their argument and how you might use those same examples to support your own argument. Your thesis statement should be specific and focused and should guide the rest of your essay.

Create an Outline

If you want to unlock the most important tip on how to ace a response paper perfection, it lies in creating a well-organized outline. Identify key points, evidence, and arguments that you want to discuss and organize them into a well-written paper format. Your outline should include an introduction, body paragraphs, and a conclusion.

Start by introducing the text and your thesis statement. In the body paragraphs, discuss your main points and provide evidence from the text to support your argument. Use quotes and examples to illustrate your points. In conclusion, summarize your main points and restate your thesis statement. In the following paragraphs, we'll delve deeper into writing each section with more details.

Actual Writing Process with a Response Paper Format

Now that you have completed the essential pre-writing steps, it's time to delve into the actual writing process of your paper. In this section of our comprehensive guide, we will explore how to start a response paper along with developing insightful body paragraphs and culminating in a powerful conclusion.

Engage the Reader In Your Introduction

The introduction is the first impression that your reader will have of your paper. It is important to make a good first impression, so you want to engage them right from the start. There are several ways to do this, such as providing context, using a hook, or starting with a rhetorical question.

For example, if you are writing a paper about the effects of social media on mental health, you might start with a hook like:

'Did you know that the average person spends over two hours a day on social media? That's more time than they spend exercising or socializing in person.' 

When working with your paper, this hook immediately grabs the reader's attention and makes them interested in learning more about your topic.

Provide Context and Background Information

Once you have engaged the reader, it's important to provide context for the text you are analyzing. This includes information like the author's name, the title of the work, and the publication date. This information helps the reader understand the context of the text and why it is important.

For example, if you are analyzing a poem by Maya Angelou, you would want to provide some background information about her life and work. You might mention that she was a civil rights activist and a prolific writer and that the poem you are analyzing was written in 1969, during a time of great social and political upheaval in the United States.

Present Your Thesis Statement

Finally, it's important to present your thesis statement in the introduction. The thesis statement is the main argument of your paper, and it should be presented clearly and concisely so that the reader knows exactly what your paper is about.

For instance, if you are crafting a response paper example about the effects of social media on mental health, your thesis statement might be something like:

'This paper argues that excessive use of social media can have negative effects on mental health, including increased anxiety, depression, and feelings of isolation.'

By presenting your thesis statement in the introduction, you are setting up the rest of your paper and giving the reader a roadmap for what to expect. This helps them stay focused and engaged throughout your paper.

Meanwhile, you can find out more about how to write an essay format and set the right referencing style for your assignment!

Crafting the Body

One key aspect of ensuring a well-structured and articulate paper is to utilize your typical response paper outline as a reliable roadmap. By following it, you can maintain focus, coherence, and logical flow throughout your response. Moreover, keep the following points in mind as you proceed with crafting the body of your response paper:

• Use evidence and examples from the text:
• Incorporate relevant quotes, statistics, or other evidence that supports your opinions and arguments.
• By using evidence from the text, you can strengthen your argument and demonstrate a deep understanding of the material.
• Analyze and interpret the text:
• Demonstrate your critical thinking skills by thoroughly analyzing and interpreting the text.
• Explain how the text relates to your thesis statement and overall argument.
• Provide a clear and concise response that showcases your knowledge and understanding of the material.
• Address counterarguments and alternative perspectives:
• Acknowledge and address opposing viewpoints to demonstrate your ability to consider different perspectives.
• Explain why your argument is stronger than the opposing viewpoint.
• Provide evidence to support your claim and solidify your stance.

Concluding Your Paper

In the conclusion of your response paper example, it is essential to consolidate your reactions, ideas, and arguments regarding the text. Summarize the key points discussed throughout your paper, drawing inferences whenever applicable. 

When uncertain about ​​ how to write a conclusion for a research paper , the first important rule is to refrain from introducing new ideas or reiterating information already presented in the introduction of your paper. Instead, provide a concise and coherent summary that encapsulates the essence of your response, leaving a lasting impression on the reader.

Response Paper Example

To show you how to write a response paper effectively, our essay writer has provided an amazing example below. It will inspire you and help you on your own learning journey. Get ready to explore new ideas and expand your knowledge with our response paper sample.

As we conclude this comprehensive guide on how to write a response paper, you have acquired the essential tools and knowledge to embark on your writing journey with confidence. With a firm grasp of pre-writing strategies, the art of crafting an engaging introduction, organizing a well-structured body, and understanding the significance of supporting arguments and addressing counter arguments with a good response paper example, you are poised to leave a lasting impression.

And if you ever find yourself struggling to find inspiration or facing challenges with any aspect of your essays, order essay online and take advantage of the opportunity to seek assistance from our professional writing service team. By trusting us with your college essays and ordering a response paper, you can confidently navigate your academic journey!

Take the Stress Out of Writing Response Essays!

Our expert writers are ready to craft a tailored, insightful response essay example that meets your requirements.

Related Articles

Unit 3: Summarizing and Responding to Writing

17 Response Techniques

The goal of a response essay is to communicate to the reader your personal viewpoint, experience, or reaction to a text. A response has two parts: First, tell the reader what important idea from a text you want to respond to. Next, convey your reflections on the idea through one of the techniques below.

Characteristics of a response

• A response begins with an idea that is interesting to you or you feel is important.
• A response is subjective, expressing your opinion or perspective.
• Personal experience – Write about something you experienced (or someone you know) that relates to an idea in the article.
• Agree or disagree – Identify a point you agree or disagree with and explain why.
• Application – Identify an idea or information in the article and apply it to something you have seen or heard before. You might compare something in the article to something you previously learned or analyze an idea in the article based on information you already know.

Three techniques for writing a response

When writing response, read the article and imagine you are talking to the writer. What questions might you ask? What comments might you make? How might you relate to the ideas in the article? Take notes in the margins as you read. You can use these notes later as you write your response.

The following examples respond to ideas from Megan Gambino’s (2011) article “How Technology Makes Us Better Social Beings.”

Example 1: Personal experience response

One issue from the article that I’d like to discuss is the positive effect of using social websites. ** Keith Hampton, a sociologist of the University of Pennsylvania says, “People who use sites like Facebook actually have more close relationships and are more likely to be involved in civic and political activities” (as cited in Gambino, 2011, p. 40). The author’s point is that after using social networking, people care more about the political events and the relationship between each other is also better.

In fact, the Internet and SNS have made us, as active citizens and “social beings” as Gambino says, more connected and united than ever before. I agree with his sentiment and can illustrate it with a personal example. When I first left my country to come to the United States to pursue my university degree, it was the first time ever in my life to be so far away from home to study without knowing anyone in a place. Fortunately, I got an invitation from Malaysian Undergraduate Student Organization of Madison to join their group on Facebook before I left my country. As a result, meeting other Malaysian students in Madison before I arrived, I felt much better prepared and more confident in my journey to next the part of my life. Even now, I use SNS to make new friends and stay in contact with my high school best buddies every day. Although I do not go out to bars or parties to meet new friends and I am miles apart from my high school besties, I am still able to interact and socialize with them as a result of technology and SNS.

  EXERCISE #1 :

• Identify the issue/idea this response will focus on.
• Identify the quotation.
• Identify the paraphrase and the words that introduce the paraphrase.
• How does the writer share their personal experience and relate it to the article? Identify an interesting detail the writer uses in the response.

Example 2: Agree/disagree response

Another idea I’d like to respond to focuses on how people rely on the Internet. Gambino (2011) states, “About 25% of those observed using the Internet in public spaces said that they had not visited the space before they could access the Internet there” (p. 41). In other words, people already take Internet as an important part in their life and expect to access it wherever they go.

I strongly agree with this argument. For example, I am taking six courses this semester, and three-quarters of my homework and readings are posted online. If the Internet is inaccessible in my resident hall, I will definitely consider moving out. Moreover, I only visit buildings on campus where the wifi signal is strong. Most of the libraries are good for this, but I found the connectivity in Van Vlek Math Building is not so good, so I don’t go there anymore. I am not a geology major, but my friend told me the wifi in the geology library is really fast, so now I study there in the afternoons. In short, I definitely feel that accessibility to the Internet heavily influences whether or not people will use a public space.

EXERCISE #2

• How does the writer share their personal opinion and relate it to the article? Identify an interesting detail the writer uses in the response.

Example 3: Application response

One important topic that I’d like to address is how people use technology in public areas. Keith Hampton, a sociologist of the University of Pennsylvania said, “Laptop users are not alone in the true sense because they are interacting with very diverse people through social networking websites, e-mail, video conferencing, Skype, instant message and a multitude of other ways” (as cited in Gambino, 2011, p. 40). This means that people who use mobile technology in public areas in fact communicate and share information with people through social networking sites, video, e-mail and many other media, and hence they are not isolated.

This reminds me of why Mark Zuckerberg wanted to create Facebook. He originally created it to build connections among students at Harvard University, but it has grown to become a way to bring people together from anywhere in the world. By 2006, it became accessible beyond universities to anyone with an email address (Phillips, 2007, p. 1). What he initially thought would be just limited to one school has become a way for people around the world to connect with each other, and now most people seem to use it on their mobile devices at any time or in any place. Through Facebook, and other social networking sites, people do not have to feel alone any more, even if they are sitting alone in a Starbucks drinking a coffee.

EXERCISE #3:

• How is the application example different from the previous examples? Identify an interesting detail the writer uses in the response.

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

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

A summary is a concise paraphrase of all the main ideas in an essay. It cites the author and the title (usually in the first sentence); it contains the essay's thesis and supporting ideas; it may use direct quotation of forceful or concise statements of the author's ideas; it will NOT usually cite the author's examples or supporting details unless they are central to the main idea. Most summaries present the major points in the order that the author made them and continually refer back to the article being summarized (i.e. "Damon argues that ..." or "Goodman also points out that ... "). The summary should take up no more than one-third the length of the work being summarized.

The Response:

A response is a critique or evaluation of the author's essay. Unlike the summary, it is composed of YOUR opinions in relation to the article being summarized. It examines ideas that you agree or disagree with and identifies the essay's strengths and weaknesses in reasoning and logic, in quality of supporting examples, and in organization and style. A good response is persuasive; therefore, it should cite facts, examples, and personal experience that either refutes or supports the article you're responding to, depending on your stance.

Two Typical Organizational Formats for Summary/Response Essays:

1. Present the summary in a block of paragraphs, followed by the response in a block:

Intro/thesis Summary (two to three paragraphs) Agreement (or disagreement) Disagreement (or agreement) Conclusion

Note: Some essays will incorporate both agreement and disagreement in a response, but this is not mandatory.

2. Introduce the essay with a short paragraph that includes your thesis. Then, each body paragraph summarizes one point and responds to it, and a conclusion wraps the essay up.

Intro/thesis Summary point one; agree/disagree Summary point two; agree/disagree Summary point three; agree/disagree Conclusion

• How It Works
• Essay Examples

What Response Essays Are and How to Tackle Them

Writing a response essay might seem like a challenging task at first. Firstly, you need to understand to a great extent what the study that you are responding to is talking about and then make sure that you write an insightful, true to the source essay about it. Even if you need to write a response essay as part of your homework for faculty studies or high school assignments or you want to exercise your argumentative skills, it might seem like a lot of work at first. However, having in mind a clear structure of your future response essay is essential.

Before beginning to go through the main structure points that you need to check when writing a response essay, there are some tips that you need to know and that will help you lay your thoughts on paper in a more efficient way. First of all, after reading the essay or the article that you are responding to, you need to settle on whether you want to attack the ideas presented in that article or to agree with them. Based on that, you will structure the components of your response essay. For example, if your response essay is talking about protecting the environment and you want to show your agreement with the ideas presented in the original essay, then you should build your response essay around the idea of consolidating the thoughts in the main source.

Secondly, it is important that your readers clearly understand your position after reading your response essay. This means that you need to expose all possible arguments which might strengthen or attack the ideas presented in the main article. In order for you to achieve a strong position, it might be helpful to also expose a personal experience that can be related to the topic you are writing an essay about. This will not only make your argument points stronger but will also help your readers empathize with your writing. Also, it is important that you keep in mind that your response essay should be a response to something you have read, something that is a hot topic at the moment in various social contexts or something that has been debated for a long time and you want to present a new approach to things.

You also have to keep in mind that the more knowledge you show to your audience in your response essay about the author and the topic that is being debated, the more credibility you will gain. Read some cause or effect essay topics to get inspired. This is why it is important to also present a context in your response essay, such as details about the author and the paper you are choosing to respond to. Finally, after debating the ideas of the original text, you can also choose to talk about the effectiveness of the source text. It can be about how the main paper managed to reach the audience, if the writing style was effective, and how the author you are responding to had chosen to expose their ideas.

If we were to summarize the main points you should keep in mind before starting to tackle the components of a response essay, these would be:

• Make sure to clearly expose your position regarding the article or paper you are responding to
• Don’t forget to expose the personal experiences or thoughts that might help you relate to the matter in question and your reader to empathize with your way of writing
• Prove that you have knowledge about the author of the main text and can put your response essay in a context
• Evaluate the main text’s effectiveness and how it managed to reach the audience

Get Started: Write an Introduction

One important thing when writing a response essay is the way you structure the introduction. This is one of the key parts of your essay, as it embodies the topic you are about to debate and the premises you are basing your essay on. The introduction will make your audience decide if they want to keep reading your response essay or not. This is why it is important that you keep in mind the following tips:

• Introduction is all about catching your audience’s attention
• It should provide a brief description of the topic
• You should be able to briefly summarize your thesis
• Don’t forget to give a short description of the author and the article you are responding to

It might be the case that the source article that you are about to discuss contains several parts or has different ideas which can be debated and your response article refers only to a part of them. In this case, don’t forget to also mention this. Do not forget that you need to keep it short and catchy.

How to Make Your Introduction Catchy – Introduction Ideas

Writing a catchy introduction that will make your reader read the whole response article is challenging. This is why you will find here some ideas to start with, such as:

• Making use of a statistic: some puzzling conclusion that researchers might have reached at some point and which is relevant to the topic you are about to respond to.
• Citing someone who is related to the area of expertise of your topic or is known for having deep knowledge about the topic. The more popular the person you are citing is, the more efficient your introduction will be.
• Story-telling or reproducing a dialogue might also help, provided they are relevant and short.
• Starting with a question or with a situation regarding the topic you are about to talk about might also be a good introduction idea.

You might even want to combine some of these ideas and write your introduction based on an example and a statistic or any other possible combination. Whatever you choose, make sure it stays to the point and is catchy to the eye of the reader.

How You Can Connect Introduction to Conclusion

Another important aspect that you need to consider when writing your introduction to the response essay is that you need to somehow connect it to the conclusion. In order for you to achieve a perfectly cyclic response essay, you need to find a way to make the two feel correspondent. This will help your response essay have a “frame” and will help your writing style be more efficient.

It might be a bit difficult at first to start with an introduction and end with a conclusion that are connected, mostly if you want to write very long and thorough response essays. However, one important suggestion that might help is to always make sure that before starting off your response essay, you are clear about the ideas and position you want to present. This will help you avoid changing your position as you advance in writing your essay and make your introduction and conclusion connected, giving a sense of symmetry to your text.

Below you can find some examples of how you can connect your introduction with the conclusion:

• If you are writing about the usage of mobile devices in our everyday life, you could start your introduction by exposing a real-life experience, maybe someone who is driving to work on a normal day and is stuck in traffic. You could start by asking your readers what they would do on their phones as they wait in traffic and end with several possible outcomes of this scenario.
• If you are choosing to present an essay about a personal experience and you start with an introduction about how a certain day started in your life, you could end your essay with how that day ended. This way, you will make sure you keep your readers connected to the story and have their attention all throughout the essay.
• If you decide to write about any other topic, such as a topic of national importance or even an environmental topic, you could start by stating the facts to which you want to draw the attention and end with the facts about the current situation or how it can be improved.

How to Write a Strong Thesis

After making sure that you have caught your readers’ attention, it is all about making it clear to them what your position regarding the source article is. However, you should also provide a context to your response article by mentioning details about the author and the main ideas in the article that you have chosen to respond to. It can be that you are choosing to respond only partially, to a few of the ideas presented there, so this is the reason why it is important to clearly state the ideas of the article you want to respond to. Make sure to give an account of whatever it is debated in the article, by presenting the information in an objective way. At this point, it is more important for your readers to understand what you are trying to agree or disagree with than hear your personal opinion. Also, exposing the ideas of the source text in an objective, impersonal way will help your readers decide for themselves if the position you are taking is one that they would take or not.

Afterwards, it is vital that you expose what is known as “thesis statement” by allocating one paragraph in which you clearly state if you agree or disagree with the main topic presented in the source text. This should start with “I agree/I don’t agree with” and should be followed by a short and powerful message about the main reason why you are taking this position regarding that text.

The next step is to talk more about the reasons you are considering attacking or agreeing with the ideas presented in the original text. This can be done by either reviewing what the author is saying or just expanding on the main ideas. You can, for example, try to understand why the author has reached a certain conclusion that you are debating by trying to relate it to the author’s background or career. It can be that the author has chosen to promote oil drilling because they work in a factory that wants to make this process a sustainable one. It is important that you stay true to your debate and present the situation from both points of view: yours and the author’s.

How to Respond to Articles – Ideas

After tackling the introduction and the conclusion, the main body of your response essay is left to deal with. This is mainly the way in which you choose to present the source text and where you are standing regarding it. It is up to you if you choose to agree or disagree, however, what you have to keep in mind is that you need to be consistent and stay true to the topic you have chosen to debate.

One way to do that is to map the main three components of the response essay, namely, the introduction, body, and conclusion. Here are some helpful suggestions on how to structure your responding ideas:

• Whether you agree or disagree, you can state 3 or more reasons for which you are doing so. Make sure to start each new paragraph and allocate enough space for your ideas to be clearly distinguished and stated.
• If you are partially agreeing or disagreeing, make sure to always mention that so that your readers will clearly understand your position.
• It is always important to see how the author’s ideas managed to reach the audience and in which ways the ideas were brought forward.

How to Better Structure the Body of the Response Essay

Make sure to utilize evidence to back-up your thesis. In order to do this, you can use quotes, author tags or simply rely on other readings and give references.

Make sure that you achieve a personal voice throughout the text. This can be done by differentiating yourself from the author and using author tags.

By using author tags, you communicate to your readers the fact that it is the author you are responding to who has a certain idea or it is their article that makes this reference. You can use any of these suggestions when talking about someone’s article:

• The author mentions
• The author refers to
• The author is suggesting
• The author writes
• The author asks
• The author recommends
• The author is presenting
• The author points out
• The author relates
• The author pleads
• The author denies
• The author’s remarks point to
• The author explains

Write a Conclusion Your Readers Won’t Forget

One important thing to keep in mind when writing a conclusion to your response essay is that you shouldn’t repeat the arguments in the same form in which you have presented them in the body. Offering a conclusion to your response article is still needed, as this will help your readers make a clear decision whether they agree or disagree with the ideas presented in your response essay.

Besides making sure that your essay is built around a very powerful introduction and a conclusion that sums up the main ideas of your position regarding this essay, you can also:

• Present the topic that you have been debating throughout the essay in a broader perspective; for example, if the topic you are tackling is national, you can connect this topic to the situation in other countries worldwide
• Promote an organization or an event that has some influence on the topic you have been responding to
• Present the current situation of the topic you are talking about and ring the alarm if anything needs to be done about it
• Summarize how your arguments shed a new light on the topic

A Brief Summary of How a Response Essay Should Look Like

Keeping everything in mind, the essential parts of a response essay and the main suggestions that you have to keep in mind when starting to write are:

• Paragraph 1: The first part of the introduction which needs to be vivid, catchy and reflect the point you are about to make.
• Paragraph 2: Provide a context to your response essay: details about the source-text and the author and what the main points in the article are.
• State your position regarding the ideas presented in the introduction and if you agree with the author’s take on the matter or not.
• Clearly mention if you are going to question the author’s position or expand on the author’s account of the facts.
• Give clear arguments pro or against the matter and allocate one paragraph to each of these arguments.
• Use statistics, story-telling, research findings, scientific discoveries, and any other tools suggested in this article.
• Provide an insightful and catchy conclusion that correlates with the introduction you have chosen for your response essay.

• How to Write a Personal Essay
• WRITING A CRITICAL ANALYSIS GUIDE
• Homework Tips For Students
• Descriptive Essay Topics
• Easy Persuasive Speech Topics

📕 Studying HQ

Mastering the art of response essay., carla johnson.

• June 13, 2023
• Essay Topics and Ideas , How to Guides

A response essay is an important part of academic writing because they give students a chance to think about the ideas and arguments in a text and give their own thoughts and opinions on the subject. Response essays are different from other types of essays because students not only have to summarize the text, but also analyze and evaluate it in a critical way.

These essays are important because they help students learn how to think critically, improve their writing skills, and deal with complicated ideas and arguments. In this article, we’ll talk about how to write response essays and give students tips, examples, and ideas for topics to help them learn this important skill.

In this article, readers will learn what response essays are, how to write a good response essay, and what kinds of topics are good for this type of assignment. By the end of this article, readers will know exactly what it takes to write a good response essay and have the tools and knowledge they need to confidently take on this type of assignment.

What You'll Learn

What is a Response Essay?

In a response essay, the writer talks about how they feel about a certain text, article, or book. The goal of a response essay is to analyze the text critically and share the writer’s thoughts and opinions about the topic.

Response essays are different from argumentative and expository essays in that the writer must give their own opinion on the topic. Even though a summary of the text is often part of a response essay, it is not the main point.

An introduction, body paragraphs, and a conclusion are the most important parts of a response essay. The introduction should give background information about the text and include a thesis statement that shows the writer’s opinion about the text. The writer’s argument should be backed up by evidence and examples from the text in the body paragraphs. The conclusion should restate the essay’s main points and give a final opinion on the text.

Elements of a Response Essay

To write an effective response essay, it is important to include several key elements in the essay . These include:

Introduction: The introduction should provide background information on the text, including the author, title, and publication date. It should also include a thesis statement that expresses the writer’s opinion about the text.

Body Paragraphs: The writer’s argument should be backed up by evidence and examples from the text in the body paragraphs. It’s important to think critically about the text and give specific examples to back up the writer’s ideas and opinions. Each paragraph in the body should be about a different part of the text, and the writer should use transitions to link the paragraphs and keep the flow of ideas smooth.

Conclusion: The conclusion should summarize the main points of the essay and provide a final opinion on the text. It should not introduce any new ideas or information, but rather provide closure for the reader and reinforce the writer’s thesis statement .

Thesis Statement: The thesis statement is a critical component of a response essay, as it expresses the writer’s opinion on the text. The thesis statement should be clear, concise, and focused on the main argument of the essay. It should provide a roadmap for the reader and guide the writer’s analysis and evaluation of the text.

Evidence and Examples: In a response essay, the writer’s argument needs to be backed up by evidence and examples from the text. The writer should back up their ideas and thoughts with specific examples and quotes from the text. It is important to think carefully about the evidence and explain how it backs up the writer’s argument .

Writing a response essay means carefully analyzing and judging a piece of writing, as well as being able to say what you think and feel about it. By including the key points talked about in this article, writers can effectively communicate their ideas and make sense of complicated texts.

Don’t forget to use clear, concise language, give specific examples and proof, and stick to the main point of your essay . With these tips, writers can learn how to write response essays and effectively respond to academic texts in their writing.

How to Write a Response Essay

Writing a response essay can be a challenging task, but it can also be a rewarding one. Here is a step-by-step guide to writing a response essay:

Before you start writing your response essay, it is important to read the text carefully and take notes on important ideas and concepts . Consider the main argument of the text and evaluate the evidence and examples used to support it. Think about your own experiences and opinions on the subject matter and how they relate to the text.

Once you’re done with your planning, you can start writing your response essay. Start with an introduction that tells what the text is about and includes a clear thesis statement that shows what you think about it. Use body paragraphs to analyze and evaluate the text critically , using evidence and examples from the text to support your arguments. Use transitions between paragraphs to make sure the ideas flow smoothly. Finish with a summary of your main points and your final thoughts on the text.

After you finish the first draft of your essay, you should go back and fix any mistakes. Read your essay carefully , making sure there are no spelling or grammar mistakes and that it makes sense. Think about how your essay is put together and make any changes you need to make sure your argument is clear and well-supported. It’s important to follow a clear and logical format when setting up and organizing your response essay. Start with an introduction that gives background information about the text and a thesis statement that is clear and focused. Use the body paragraphs to back up your thesis statement with evidence and examples from the text, and make sure to use clear, concise language. Use transitions to link your paragraphs and keep your ideas moving smoothly. Finish with a summary of your main points and your final thoughts on the text. When writing a response essay, common mistakes to avoid include summarizing the text instead of analyzing and evaluating it, not giving specific examples and evidence to back up your arguments, and not revising and editing your essay carefully .

Response Essay Examples

Here are 10 fascinating response essay examples from different academic fields:

1. The Impact of Social Media on Teenagers” by Jane Smith

2. “The Role of Art in Society” by John Doe

3. “The Ethics of Genetic Engineering” by Sarah Johnson

4. The Importance of Education in Developing Countries” by Michael Brown

5. The Significance of the Civil Rights Movement” by Angela Davis

6. “The Future of Renewable Energy” by David Lee

7. The Effects of Climate Change on Marine Life” by Rachel Wilson

8. The Impact of Technology on Human Relationships” by Emily Jones

9. “The Role of Women in Politics” by Susan Lee

10. The Importance of Cultural Diversity in the Workplace” by Maria Hernandez

Each of these response essay examples provides a clear and focused thesis statement that expresses the writer’s opinion on the subject matter. The body paragraphs use specific examples and evidence from the text to support the arguments, and the conclusion summarizes the main points of the essay and provides a final opinion on the subject.

For example, in “The Ethics of Genetic Engineering” by Sarah Johnson, the thesis statement is clear and focused: “Genetic engineering poses ethical dilemmas that must be carefully considered before any scientific advances are made.” The body paragraphs provide specific examples and evidence to support this argument, such as the potential for genetic discrimination and the unknown long-term effects of genetic engineering. The conclusion summarizes the main points of the essay and provides a final opinion on the subject, emphasizing the need for caution and ethical considerations in genetic engineering.

Readers can use these examples to learn how to write effective response essays in their own academic fields. They can also analyze the key features of each example, such as the use of specific examples and evidence to support the argument, and use these techniques in their own writing. By learning from these examples, readers can become skilled response essay writers and effectively engage with complex texts in their academic writing.

Response Essay Topics

Here are 50 response essay topics that are sure to impress your professors:

1. The Impact of Social Media on Mental Health

2. The Ethics of Animal Testing

3. The Role of Government in Healthcare

4. The Effects of Climate Change on Agriculture

5. The Importance of Diversity in the Workplace

6. The Role of Art in Society

7. The Impact of Technology on Education

8. The Ethics of Cloning

9. The Significance of the Civil Rights Movement

10. The Future of Renewable Energy

11. The Effects of Immigration on the Economy

12. The Role of Women in Politics

13. The Impact of Video Games on Youth

14. The Ethics of Capital Punishment

15. The Importance of Voting Rights

16. The Effects of Globalization on Culture

17. The Role of Religion in Society

18. The Impact of Technology on Human Relationships

19. The Ethics of Stem Cell Research

20. The Significance of the Women’s Suffrage Movement

21. The Future of Space Exploration

22. The Effects of Social Media on Politics

23. The Role of Education in Reducing Poverty

24. The Importance of Mental Health Awareness

25. The Impact of Artificial Intelligence on the Job Market

26. The Ethics of Euthanasia

27. The Significance of the American Revolution

28. The Future of Self-Driving Cars

29. The Effects of Income Inequality on Society

30. The Role of Media in Shaping Public Opinion

31. The Impact of COVID-19 on Education

32. The Ethics of Gene Editing

33. The Importance of Free Speech in Democracy

34. The Effects of Technology on Privacy

35. The Role of Sports in Society

36. The Impact of Climate Change on Public Health

37. The Ethics of Cybersecurity

38. The Significance of the Industrial Revolution

39. The Future of Artificial Intelligence in Healthcare

40. The Effects of Social Media on Body Image

41. The Role of Animal Rights in Society

42. The Importance of Cultural Diversity in the Workplace

43. The Impact of Technology on Mental Health

44. The Ethics of Abortion

45. The Significance of the Women’s Rights Movement

46. The Future of Green Energy

47. The Effects of Immigration on Cultural Identity

48. The Role of Music in Society

49. The Impact of Technology on Privacy

50. The Ethics of Human Cloning

Each of these topics is interesting and important, providing ample opportunity for critical analysis and evaluation. They cover a broad range of subjects, including social issues, technology, ethics, history, and the environment . By choosing one of these topics for your response essay, you can demonstrate your knowledge and expertise in the subject matter and engage with complex ideas and arguments.

Frequently Asked Questions

1. what is the difference between a response essay and a summary.

A response essay requires critical analysis and evaluation of a text, while a summary simply provides a brief overview of the text. In a response essay, the writer provides their own opinions and thoughts on the text, while in a summary, the writer remains objective and simply summarizes the main points of the text.

2. What is the appropriate tone for a response essay?

The tone for a response essay should be professional and objective, while also expressing the writer’s personal opinions and thoughts. It is important to remain respectful and avoid using emotional language, while also conveying a sense of passion and engagement in the subject matter.

3. What are some tips for writing a strong conclusion for a response essay?

A strong conclusion for a response essay should summarize the main points of the essay and provide a final opinion on the text. It should also provide closure for the reader and reinforce the writer’s thesis statement. To write a strong conclusion, it is important to avoid introducing any new ideas or information and to end on a strong and memorable note.

Response Essay Outline and Structure

A clear and logical structure is essential for writing an effective response essay. Here is a sample response essay outline:

I. Introduction

A. Background information on the text

B. Thesis statement

II. Body Paragraph 1

A. Topic sentence

B. Evidence and examples from the text

C. Analysis and evaluation of evidence

III. Body Paragraph 2

IV. Body Paragraph 3

V. Conclusion

A. Summary of main points

B. Final opinion on the text

This outline can be customized for different topics and purposes by adjusting the number of body paragraphs and the amount of evidence and analysis required for each paragraph. For example, a more complex topic may require additional body paragraphs with more evidence and analysis, while a simpler topic may only require two or three body paragraphs.

Transitions are also important for maintaining a clear and logical structure in a response essay. Transitions help to connect the paragraphs and ensure a smooth flow of ideas. Some effective transition words and phrases to use in a response essay include “furthermore,” “in addition,” “however,” “on the other hand,” and “finally.”

In conclusion, response essays are an important part of academic writing that require critical analysis and evaluation of a particular text. To write an effective response essay, it is important to include key components such as an introduction, body paragraphs, and a conclusion. It is also important to use a clear and logical structure, including transitions between paragraphs, to ensure that the essay is easy to read and understand.

Start by filling this short order form order.studyinghq.com

And then follow the progressive flow. 

Having an issue, chat with us here

Cathy, CS. 

New Concept ? Let a subject expert write your paper for You​

Have a subject expert write for you now, have a subject expert finish your paper for you, edit my paper for me, have an expert write your dissertation's chapter, popular topics.

Business StudyingHq Essay Topics and Ideas How to Guides Samples

• Nursing Solutions
• Study Guides
• Free Study Database for Essays
• Privacy Policy
• Writing Service 
• Discounts / Offers 

Study Hub: 

• Studying Blog
• Topic Ideas 
• How to Guides
• Business Studying 
• Nursing Studying 
• Literature and English Studying

Writing Tools  

• Citation Generator
• Topic Generator
• Paraphrasing Tool
• Conclusion Maker
• Research Title Generator
• Thesis Statement Generator
• Summarizing Tool
• Terms and Conditions
• Confidentiality Policy
• Cookies Policy
• Refund and Revision Policy

Our samples and other types of content are meant for research and reference purposes only. We are strongly against plagiarism and academic dishonesty. 

Contact Us:

📧 [email protected]

📞 +15512677917

2012-2024 © studyinghq.com. All rights reserved

Questions? Call us: 

Email: 

• How it works
• Testimonials

Essay Writing

• Essay service
• Essay writers
• College essay service
• Write my essay
• Pay for essay
• Essay topics

Term Paper Writing

• Term paper service
• Buy term papers
• Term paper help
• Term paper writers
• College term papers
• Write my term paper
• Pay for term paper
• Term paper topic

Research Paper Writing

• Research paper service
• Buy research paper
• Research paper help
• Research paper writers
• College research papers
• Write my research paper
• Pay for research paper
• Research paper topics

Dissertation Writing

• Dissertation service
• Buy dissertation
• Dissertation help
• Dissertation writers
• College thesis
• Write my dissertation
• Pay for dissertation
• Dissertation topics

Other Services

• Custom writing services
• Speech writing service
• Movie review writing
• Editing service
• Assignment writing
• Article writing service
• Book report writing
• Book review writing

Popular request:

How to write response essay: guidelines from expert team.

January 31, 2022

Response writing can be tricky, but if you follow our step-by-step guide, you’ll have no trouble coming up with a great one! We will walk you through exactly how to write a response paragraph, how to properly structure it, and even give you some helpful tips to make your essay shine!

So, let’s get writing!

Table Of Contents

What is a response essay, structure of a response essay, steps to write a good response essay, 5 key features needed in a response essay, tips to write a stellar response essay, response essay example.

First things first – what exactly is a response essay? A response essay is a type of writing that allows the writer to respond to a piece of work. It can be a text, image, or event. It’s essentially a reaction paper – you’re giving your thoughts and feelings about whatever it is you’re responding to.

Response essays allow you to freely communicate your thoughts and feelings about any topic. Unlike summary essays where you just restate what you read, response essays require you to genuinely understand the content and context of the work you’re assigned.

Once you have a strong grasp of the subject material, you have to concisely put forth your insights, opinions, and analysis.

Now that you know what a response essay is, it’s time to learn how to structure one. A good response essay follows a specific format, which allows your ideas to be conveyed clearly and concisely.

Here’s the basic essay response format :

• Introduction
• Summary Of The Work
• Reaction, Response, and Analysis

Let’s take a closer look at each of these elements that form the response paper format.

• Introduction Your introduction should introduce the work that you’re responding to and mention the name of the author. You should also include your thesis statement in this section – this is your position on the subject matter. Overall, this part should be about 1-2 paragraphs long and it should keep the reader interested to read the rest of the response paper.

For example : “Should America atone for its past sins against black people? This is the question raised by Ta-Nehisi Coates in his powerful article ‘The Case For Reparations’. The author strongly believes that America should make reparations to the African-American community, and after much contemplation, I wholeheartedly agree with him”.

• Summary Of The Work In your summary, you want to give a general overview of the content without giving away too much. You’ll highlight the main points of the work, provide direct quotations, and keep the writing objective and factual.

For example : “Ta-Nehisi Coates makes many compelling arguments for why America should make reparations to the African-American community. He cites statistics, historical evidence, and personal stories to support his position. According to him, “To celebrate freedom and democracy while forgetting American’s origins in a slavery economy is patriotism à la carte.”.

• Reaction, Response, and Analysis In this section, you’ll want to go into detail about your reaction to the work. What did you like or dislike? What were your thoughts and feelings? Be sure to back up your claims with evidence from the text.

For example : “I found Coates’ argument to be very convincing. He makes a strong case for reparations by providing ample evidence to support his position. I was also moved by his personal stories about the impact of slavery on African-Americans today. His writing is powerful and emotional, and it made me think about America’s history in a new light”.

Many students struggle with writing a good response essay simply because they’re confused about how to write response essay, where to begin, how to begin, and what to do next. Let’s take a look at the step-by-step process of writing a fabulous response paper that is sure to get the attention of your teachers and professors.

• Step 1 – Read and Understand the Work Before you can write a good response essay, you first need to read and understand the work that you’re responding to. Whether it’s a book, movie, article, or poem, the quality of your response paper is directly proportional to how well you’ve understood the source material. Take notes as you read and highlight important passages so that you can refer back to them later. This is an important step in learning how to start a response essay.
• Step 2 – Brainstorm Your Ideas Once you’ve read and understood the work, it’s time to brainstorm your ideas. This is the part of the process where you let your thoughts flow freely and write down any and all responses that come to mind. Don’t worry about making sense or sorting them out yet – just get everything down on paper.
• Step 3 – Write Your Thesis Statement Your thesis statement is your position on the subject matter – it should be clear, concise, and easy to understand. This is what you’ll be arguing for or against in your essay. Don’t be afraid to genuinely put forth your opinion, whether it’s positive or negative.
• Step 4 – Support Your Thesis with Evidence Now it’s time to support your thesis statement with evidence from the text. Quote directly from the work and provide a brief explanation of how it supports your argument. Don’t forget to cite your sources! The summary of the work and your personal opinion on the matter will form the core content of your paper.
• Step 5 – Write a Conclusion Once you’ve finished arguing for your position, it’s time to write a conclusion. Restate your thesis and summarize your main points. You may also want to leave readers with something to think about or a call to action. A solid conclusion can sometimes make all the difference between a great response essay and a mediocre one!

By following these steps, you’ll be able to write some of the best response essays that are well-organized, informative, and persuasive. All it takes is a little time and practice! On the contrary, you can choose buying custom college papers and be free of this assignment.

When writing a response essay, there are certain key features that you need to keep in mind. Whether it’s for school, college, or university, these five features will make your response essay unique and interesting.

• Summarizing – This is probably the most important feature of writing a response essay. You need to be able to summarize the work succinctly, highlighting the most important points without giving away too much of the plot or story.
• Paraphrasing/Quoting – In order to support your argument, you’ll need to quote and paraphrase the work extensively. Make sure that you always credit your sources!
• Organization – Your essay should be well-organized and easy to follow. Start with a strong introduction, then move on to your main points. Wrap things up with a conclusion that reiterates your position. No professor likes reading a haphazardly put-together essay!
• Transitions – To keep your essay cohesive, you’ll need to use strong transitions and connecting words between paragraphs. This way, the reader can move between different portions of your writing (e.g. Introduction > Summary > Thesis > Conclusion) without losing interest.
• Argumentation – Last but not least, your essay needs to be filled with strong argumentation. Make sure to back up your points with evidence from the text, and don’t be afraid to state your opinion openly. This is what will set your response essay apart from the rest!

We’ll share with you a few of our tried and tested essay writing tips that will masterfully elevate your response essay.

• Take your time and read the source material carefully.
• Write a strong thesis statement that reflects your position on the matter.
• When stating definitive opinions, cite instances from the text to strengthen your stand.
• Argument your points persuasively and with conviction.
• Proofread your essay for errors such as grammar, language, punctuation, and spelling.
• Have someone else, like a trusted friend or teacher, read it over for you as well – fresh eyes can sometimes catch mistakes that you’ve missed.
• Use the help of a reliable paper writing service to assist you in the process.

Now that you’ve read all our instructions, there’s only one thing left to do. You have a chance to ged extended response essay sample and see all our tips in practice.

Response Paper In his article “The Militarization of the Police”, James Bouie argues that recent traegy in Ferguson is only one symptom of the broad problem of increasing police militarization in the USA. The purpose of the author is to bring this question into light and warn American citizens about the danger it entails for the whole society, with a special emphasis being placed on racial minorities. Bouie addresses the general public who are concerned with political and social tendencies in the US. The author begins his article with discussion of the photographs from Ferguson demonstration, pointing out the signs of inadequate aggression of the police toward the citizens. He puts the Ferguson tragedy in the context of increasing militarization of the US police force, which he believes to be one of the major problems of the American society. Bouie asserts that this process began with the war on drugs in the 1980s and intensified after the 9/11 attacks and the wars in the Middle East. He estimates that the value of military hardware owned by U.S. police agencies increased at 450 times from 1990 to 2013, despite the falling crime rates. Bouie also discusses the issue of increased SWAT deployment, which is disproportionately utilized in black and Latino neighborhoods. The conclusion the author draws is that the availability of heavy military weapons and a long-standing tradition of punitive policing toward racial minorities are the major factors that are likely to cause repressive reactions of the police. The Ferguson tragedy has recently riveted the attention of the whole U.S. population. While we may lament the deaths of Michael Brown and Eric Garner, it is important to view these events in the broader context of police misconduct, as the author does it. Despite numerous changes and advancements in law enforcement over the last decade, such as community policing and recruiting more officers from racial minorities, the society is still staunchly opposed to the police force, and the negative sentiment has predictably grown after the Ferguson unrest. The frequent SWAT raids are definitely an overreaction, given that they are mostly deployed for low-level offenses, such as drug use. Repressive and punitive actions with the disproportionate targeting of racial minorities suggest that positive changes in the police were of purely decorative nature and were not effective to eradicate stereotypes, prejudices and aggression from the mind of law enforcement officers. While the author does not explore this perspective in detail, the increasing militarization of the police is often viewed as a logical consequence of the militarization of the whole US politics, which is obsessed with identifying and eliminating national enemies. Incessant employment of war rhetoric by the officials has the power to alter the mindset of the whole society, not only police officers. The article provides a comprehensive account of the author’s opinion. No doubts arise as to the appropriateness of his observations, largely because they are aligned with the common social reaction to Ferguson tragedy. However, the author does not explore any potential solutions to the problem, thus leaving this question open for the readers to consider. Another overlooked issue, which may interest the readers, is how the situation in the USA compares to other developed countries and what policies they implement to prevent the overreaction of police force. The author has achieved the purpose of persuading his readers that events in Ferguson are linked to a broader social problem, as his arguments appeal to the common sense and show clear causality between acquisition of military equipment and overreaction to offenses and unrest. The author made his article more persuading by referring to Ferguson photographs, statistics and authoritative specialists to support his argument.

Want Someone To Write An Essay For You?

We hope this guide has taught you everything you need to know about how to write a strong response essay. Keep these key points in mind, and you’re guaranteed to produce a top-notch paper! If you want additional advice on how to write a response paper, simply hire someone to write an essay . Our team of professional, educated academic writers will write high-quality papers and essays that will get you in the good books of any of your teachers! It’s fast, affordable, and always 100% original. You won’t be disappointed! Good luck with all of your future academic endeavours!

Take a break from writing.

Top academic experts are here for you.

• How To Write An Autobiography Guideline And Useful Advice
• 182 Best Classification Essay Topics To Learn And Write About
• How To Manage Stress In College: Top Practical Tips  
• How To Write A Narrative Essay: Definition, Tips, And A Step-by-Step Guide
• How To Write Article Review Like Professional
• Great Problem Solution Essay Topics
• Creating Best Stanford Roommate Essay
• Costco Essay – Best Writing Guide
• How To Quote A Dialogue
• Wonderful Expository Essay Topics
• Research Paper Topics For 2020
• Interesting Persuasive Essay Topics

Response Essay Examples

A response essay is a sub-genre of critical writing. It describes your impressions from a book, movie, art, music, research paper, or any other creation. Its distinctive feature is the unlimited subjectivity allowing you to express whatever emotions the analyzed object has evoked. It is the main difference from a standard critical essay which is more objective and requires argumentation.

The structure of a response essay is not too strict. Still, it usually consists of two parts: source overview and personal response to the reading.

Below you can find an extensive list of response essay examples. Please be sure to reference the source whenever you decide to quote any part of them.

75 Best Response Essay Examples

“supersize your child” by richard hayes.

• Subjects: Evolution of Humans Sciences
• Words: 1189

Richard Hayes: Supersize Your Child

• Words: 1210

Applying Learning Models in a Particular Setting

• Subjects: Education Learning Challenges
• Words: 1167

Indecent Behavior in Moral Standards

• Subjects: Ethics Sociology

Lady Anne Clifford’s Life and Family

• Subjects: British Literature Literature
• Words: 1414

Students’ Creativity: Imagination

• Subjects: Education Study Courses and Education Programs

Propaganda in the Democratic Society

• Subjects: Entertainment & Media Journalism

The Negative Consequences of Employing High School Students in Fast Food Restaurants

• Subjects: Business Management

Monstrous and Human Relationship in “The Odyssey”

• Subjects: Literature Plays

“The Odyssey”: The Relationship Between the Monstrous and the Human

Culture and business practices in asia.

• Subjects: Business Employees Management

Kant’s Prolegomena Concerning Any Future Metaphysics

• Subjects: Philosophical Theories Philosophy
• Words: 2271

Relationship Between Body and Consciousness by Jean-Paul Sartre

• Subjects: Philosophical Concept Philosophy
• Words: 1407

Lanling Xiaoxiao Sheng: The Plum in the Golden Vase

• Subjects: Literature World Literature
• Words: 1678

The Church as a Forgiving Community

• Subjects: Religion Religion, Culture & Society

“Integrative Approaches to Psychology and Christianity” by David N. Entwistle

Family and marriage therapy.

• Subjects: Family Psychology Psychology
• Words: 1898

Jackson and His Environment

• Subjects: Behavior Psychology
• Words: 2212

Death Penalty Role in the Criminal Justice System

• Subjects: Politics & Government Social & Political Theory

Job Analysis and Selection

Leading with soul response.

• Words: 1147

Explanation of Cancer Disease

• Subjects: Health & Medicine Oncology

“The Thatcher Revolution” by Earl A. Reitan

• Subjects: History Western Europe
• Words: 1900

Leadership and Communication

Animals with rich histories.

• Subjects: Environment Environmental Studies

Psychology, Theology, and Spirituality in Christian Counseling

• Subjects: Literature on Religion Religion
• Words: 1152

Satellite Dishes Company Marketing Process

• Subjects: Business Marketing

Empowerment of Students for Their Motivation

• Subjects: Academic Performance Education

A Global Health Discussion: Ebola

• Subjects: Epidemiology Health & Medicine

Americans With Disabilities Act

• Subjects: Interpersonal Communication Episodes Psychology

“What is Academic Language?” by James Paul Gee

• Subjects: American Literature Literature

“Revisiting the Commons: Local Lessons, Global Challenges”

• Subjects: Ecology Environment

Climate Change and Corporate World

• Subjects: Climate Change Environment
• Words: 1139

Vision for Your Teaching and Learning & Role as a Teacher-Leader or Teacher-Researcher

• Subjects: Education Teacher Career
• Words: 1129

Cost Benefit Analysis (CBA) in Reducing the Effects of Climate Change

• Subjects: Disasters Environment

Slaughterhouse-Five Movie Analysis

• Subjects: Art Film Studies

Overcoming the Tyranny of Segregated Minds in Desegregated Schools

• Subjects: Education Education Issues

Living Buddha, Living Christ

Experience of reggio emilia critique.

• Subjects: Education Education System

The Art of Pastoring

• Subjects: Religion Religious Education
• Words: 3679

History From the Inside Out: Prison Life in Nineteenth-Century by L. Goldsmith

• Subjects: History United States

Gender Violence in the News

• Subjects: Sociology Violence
• Words: 1195

The End of History: Views of the Philosophers

• Words: 1963

Antecedents and Outcomes of Entrepreneurial and Market Orientations in a Non-Profit Context

Children in at-risk families.

• Subjects: Family, Life & Experiences Parenting

Families With Members Who Experience Disabilities

• Subjects: Family Members Family, Life & Experiences

“The Experience of Space and Time”

Positivism and interpretivism.

• Subjects: Sciences Scientific Method

Team Learning as a Way of Education

• Subjects: Challenges of Psychology Psychology

Japanese Soldiers in the World War II

• Subjects: Asia History

Origins of Religion

• Words: 1384

Napoleon Bonaparte in his study

• Subjects: Art Paintings
• Words: 1105

System Thinking: Contributing to the Learning Organization

• Subjects: Business Management Priorities

Using Leadership to Improve Ethical Performance

• Subjects: Business Business Ethics
• Words: 1234

Hispanic Americans: Racial Status

• Subjects: Immigration Sociology

Race and Ethnic Relations: American and Global Perspective

• Subjects: Culture Ethnicity Studies

“With Training and Development for All” by Goodman and Preston

• Subjects: Business Global Scale Management

Why No Apple in Europe?

• Subjects: Social Movements Sociology

Last Night I dreamt of Peace

• Subjects: Historical Figures History

Narrative of the Captivity and Restoration of Mrs Mary Rowlandson

Three cups of tea, insights on green automotive development.

• Subjects: Engineering Tech & Engineering

Capitalism: A Love Story: A Reflective Paper

• Subjects: Economic Systems & Principles Economics

Ethnography Reflection

• Subjects: Anthropology Sciences
• Words: 1710

Misery – Anton Chekhov. Analysis of Summary and Themes

• Subjects: Dramatic Literature Literature

Infantile Sexuality: Thumb Sucking

• Subjects: Development Psychology

Pride and Arrogance in the “Oedipus the King” by Sophocles

The corporation & our media, not theirs.

• Subjects: Documentaries Entertainment & Media
• Words: 1109

Maldoror and the Completed Works of the Comte de Lautréamont

• Words: 1390

Folklore: Contemporary Legends

• Subjects: Literature Modernist Literature
• Words: 1641

Gods and Humans: Myths of Ancient Rome and Greece

• Subjects: Comparative Literature Literature

Summary: James Wertsch’s “The Multivoicedness of Meaning”.

Social networks benefits and disadvantages.

• Subjects: Sociological Issues Sociology
• Words: 1122

The Problem of Global Overpopulation

Molto agitato: the mayhem behind the music at the metropolitan opera.

• Subjects: Art Music Industry
• Words: 1112

Response Essay Writing Guide

Introduction

Welcome to The Knowledge Nest's comprehensive guide on writing a response essay. In this guide, we will delve into the intricacies of crafting a well-structured response essay that will not only showcase your analytical skills but also impress your professors. Whether you are a student looking for guidance or simply curious about response essay writing, you have come to the right place.

What is a Response Essay?

A response essay is a type of academic writing where you are required to analyze and respond to a specific text or piece of literature. It provides an opportunity for you to critically engage with the content, express your thoughts and opinions, and support your arguments with evidence from the text. It is important to note that a response essay is different from a summary; instead of merely summarizing the text, you are expected to interpret and evaluate it.

Understanding the Prompt

Before delving into the writing process, it is crucial to thoroughly understand the prompt or question provided. Take the time to carefully read and analyze the prompt, making note of any specific instructions or guidelines. This will help you formulate a focused and coherent response.

• Identify the main theme or argument of the text
• Closely examine any supporting examples or evidence provided
• Analyze the tone and style of the text
• Consider the intended audience and purpose of the text

Structuring Your Response Essay

To ensure clarity and coherence in your response essay, it is important to follow a well-defined structure. While there may be variations depending on the specific prompt, the following structure provides a solid foundation:

1. Introduction

In the introduction, provide a brief overview of the text you are responding to, including its title and author. Additionally, clearly state your thesis statement, which will serve as the central argument or main point of your essay.

After introducing the text, provide a concise summary of its main ideas and arguments. This will not only demonstrate your understanding of the text but also provide context for your analysis and response.

3. Analysis and Evaluation

This is the heart of your response essay, where you analyze and evaluate the text based on your personal perspective and critical thinking skills. Break down the text into smaller components, such as themes, symbols, and rhetorical devices, and analyze how they contribute to the overall meaning and effectiveness of the text. Support your analysis with specific examples and evidence from the text.

4. Counterarguments and Rebuttal

While presenting your analysis, it is important to anticipate and address potential counterarguments. Acknowledge alternative viewpoints and provide a thoughtful rebuttal, highlighting the strengths and weaknesses of different perspectives. This will showcase your ability to engage in a balanced and nuanced discussion.

5. Conclusion

In the conclusion, recap your main points and restate your thesis. Emphasize the significance of your analysis and its implications, leaving the reader with a sense of closure and a deeper understanding of the text.

Writing Tips and Strategies

Writing a stellar response essay requires more than just knowledge of the subject matter. Here are some valuable tips and strategies to help you excel in your writing:

1. Read and Reread the Text

Before starting your response essay, make sure you have a deep understanding of the text. Read it multiple times, taking notes, and highlighting key passages. This will allow you to grasp the nuances and intricacies of the text, enabling you to provide a more insightful analysis.

2. Use Engaging Language

Your response essay should be engaging and captivating to the reader. Utilize descriptive language, vivid imagery, and rhetorical devices to make your essay come alive. However, ensure that your language remains appropriate for academic writing.

3. Support Your Claims

When making claims or arguments, it is essential to support them with evidence from the text. Quote specific passages, cite relevant examples, or refer to scholarly sources to back up your statements. This will demonstrate your critical thinking skills and enhance the credibility of your analysis.

4. Edit and Revise

After completing your response essay, take the time to edit and revise it thoroughly. Check for grammar and spelling errors, clarity of ideas, and overall coherence. Consider seeking feedback from peers or professors to further enhance the quality of your writing.

5. Practice Time Management

Managing your time effectively is crucial when writing a response essay. Break down the writing process into manageable tasks, allocate sufficient time for research and planning, and ensure you meet the deadline. This will help you produce a well-crafted essay without the stress of last-minute rushes.

In Conclusion

Writing a response essay can be challenging, but with the right strategies and guidance, it becomes a rewarding and enriching experience. By using this comprehensive guide from The Knowledge Nest, you are equipped with the essential tools to craft an impressive response essay that will leave a lasting impact on your readers. Remember to stay focused, analyze the text critically, and provide well-supported arguments. Happy writing!

How to Get Your Pharmacy Personal Statement Well-written

Let's Define a Personal Essay

Blue Collar Brilliance Analysis - Essay Example

Shangri-La Hotel Assignment and Competitor Analysis

Canada Goose Strategic Management Report - Thesis Example

Breastfeeding Essay - The Knowledge Nest

Apple Strategic Plan - Research Paper Example

Buy Personal Statement Online ᐉ Order College ... - Studybay | The Knowledge Nest

Describe Pattison's Four Traditions in Geography

A Guide to Writing a Research Summary - Studybay

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.

Share This Book

• Essay Guides
• Main Academic Essays
• How to Write a Response Paper: Outline, Steps & Examples
• Speech Topics
• Basics of Essay Writing
• Essay Topics
• Other Essays
• Research Paper Topics
• Basics of Research Paper Writing
• Miscellaneous
• Chicago/ Turabian
• Data & Statistics
• Methodology
• Admission Writing Tips
• Admission Advice
• Other Guides
• Student Life
• Studying Tips
• Understanding Plagiarism
• Academic Writing Tips
• Basics of Dissertation & Thesis Writing

• Research Paper Guides
• Formatting Guides
• Basics of Research Process
• Admission Guides
• Dissertation & Thesis Guides

How to Write a Response Paper: Outline, Steps & Examples

Table of contents

Use our free Readability checker

Response essays are a frequent assignment in many academic courses. Professors often ask students to share their thoughts and feelings about a variety of materials, such as books, articles, films, songs, or poems. To write an effective response paper, you should follow a specific structure to ensure that your ideas are well-organized and presented in a logical manner.

In this blog post, we will explore how to write a good outline and how it is used to develop a quality reaction essay. You will also come across a response paper example to help you better understand steps involved in writing a response essay.  Continue reading to explore writing tips from professional paper writers that you can use to improve your skills.

What Is a Response Paper?

It is vital to understand the meaning of a response essay before you start writing. Often, learners confuse this type of academic work with reviews of books, articles, events, or movies, which is not correct, although they seem similar.  A response paper gives you a platform to express your point of view, feelings, and understanding of a given subject or idea through writing. Unlike other review works, you are also required to give your idea, vision, and values contained in literal materials. In other words, while a response paper is written in a subjective way, a review paper is written in a more objective manner.  A good reaction paper links the idea in discussion with your personal opinion or experience. Response essays are written to express your deep reflections on materials, what you have understood, and how the author's work has impacted you.

Purpose of a Response Essay

Understanding reasons for writing a reaction paper will help you prepare better work. The purpose of a response essay will be:

• To summarize author's primary ideas and opinions: you need to give a summary of materials and messages the author wants you to understand.
• Providing a reflection on the subject: as a writer, you also need to express how you relate to authors' ideas and positions.
• To express how the subject affects your personal life: when writing a response paper, you are also required to provide your personal outcome and lesson learned from interacting with the material.

Response Essay Outline

You should adhere to a specific response paper outline when working on an essay. Following a recommended format ensures that you have a smooth flow of ideas. A good response paper template will make it easier for a reader to separate your point of view from author's opinion. The essay is often divided into these sections: introduction, body, and conclusion paragraphs.  Below is an example of a response essay outline template:

• Briefly introduce the topic of the response paper
• State your thesis statement or main argument
• Provide a brief summary of the source material you are responding to
• Include key details or arguments from the source
• Analyze the source material and identify strengths and weaknesses
• Evaluate the author's arguments and evidence
• Provide your own perspective on the source material
• Respond to the source material and critique its arguments
• Offer your own ideas and counterarguments
• Support your response with evidence and examples
• Summarize your main points and restate your thesis
• Provide final thoughts on the source material and its implications
• Offer suggestions for further research or inquiry

Save time and effort with our high-quality academic paper assistance. Buy college papers from experts and get an A+ with ease!

Response Paper Introduction

The success of response papers is partly dependent on how well you write the introductory paragraph. As with any academic paper, the introduction paragraph welcomes targeted readers and states the primary idea.  Below is a guideline on how to start a response essay:

• Provide a compelling hook to capture the attention of your target audience.
• Provide background information about the material, including the name and author of the work.
• Provide a brief summary of main points to bring readers who are unfamiliar with the work up to task and enable them to follow up on your subsequent analysis.
• Write a thesis statement at the end of your introductory paragraph to inform readers about the purpose and argument you are trying to relay.

Response Essay Thesis Statement

A thesis statement summarizes a paper's content within a sentence or two. A response essay thesis statement is not any different! The final sentence of the introductory paragraph of a reaction paper should give readers an idea of the message that will be discussed in your paper.  Do you know how to write a thesis statement for a response essay? If you follow the steps below, you should be able to write one:

• Review the material you are responding to, and pinpoint main points expressed by authors.
• Determine points of view or opinions you are going to discuss in the essay.
• Develop your thesis statement. It should express a summary of what will be covered in your reaction. The sentence should also consider logical flow of ideas in your writing.
• Thesis statement should be easy to spot. You should preferably place it at the end of your introductory paragraph.

Response Paper Body Paragraph

In most instances, the body section has between 1 and 3 paragraphs or more. You should first provide a summary of the article, book, or any other literature work you are responding to.  To write a response essay body paragraph that will capture the attention of readers, you must begin by providing key ideas presented in the story from the authors' point of view. In the subsequent paragraph, you should tell your audience whether you agree or disagree with these ideas as presented in the text. In the final section, you should provide an in-depth explanation of your stand and discuss various impacts of the material.

Response Paper Conclusion

In this section of a response paper, you should provide a summary of your ideas. You may provide key takeaways from your thoughts and pinpoint meaningful parts of the response. Like any other academic work, you wind up your response essay writing by giving a summary of what was discussed throughout the paper.  You should avoid introducing new evidence, ideas, or repeat contents that are included in body paragraphs in the conclusion section. After stating your final points, lessons learned, and how the work inspires you, you can wrap it up with your thesis statement.

How to Write a Response Paper?

In this section, we will provide you with tips on how to write a good response paper. To prepare a powerful reaction essay, you need to consider a two-step approach. First, you must read and analyze original sources properly. Subsequently, you also need to organize and plan the essay writing part effectively to be able to produce good reaction work. Various steps are outlined and discussed below to help you better understand how to write a response essay.

1. Pick a Topic for Your Response Essay

Picking a topic for response essay topics can be affected either by the scope of your assignment as provided by your college professor or by your preference. Irrespective of your reason, the guideline below should help you brainstorm topic ideas for your reaction:

• Start from your paper's end goal: consider what outcomes you wish to attain from writing your reaction.
• Prepare a list of all potential ideas that can help you attain your preferred result.
• Sort out topics that interest you from your list.
• Critique your final list and settle on a topic that will be comfortable to work on.

Below are some examples of good topics for response essay to get you started:

• Analyzing ideas in an article about effects of body shaming on mental health .
• Reaction paper on new theories in today's business environment.
• Movies I can watch again and again.
• A response essay on a documentary.
• Did the 9/11 terror attacks contribute to issues of religious intolerance?

2. Plan Your Thoughts and Reactions

To better plan your thoughts and reactions, you need to read the original material thoroughly to understand messages contained therein. You must understand author's line of thinking, beliefs, and values to be able to react to their content. Next, note down ideas and aspects that are important and draw any strong reactions.  Think through these ideas and record potential sequences they will take in your response paper. You should also support your opinions and reactions with quotes and texts from credible sources. This will help you write a response essay for the college level that will stand out.

3. Write a Detailed Response Paper Outline

Preparing a detailed response paper outline will exponentially improve the outcome of your writing. An essay outline will act as a benchmark that will guide you when working on each section of the paper. Sorting your ideas into sections will not only help you attain a better flow of communication in your responsive essay but also simplify your writing process.  You are encouraged to adopt the standard response essay outline provided in the sample above. By splitting your paper into introduction, body, and conclusion paragraphs, you will be able to effectively introduce your readers to ideas that will be discussed and separate your thoughts from authors' messages.

4. Write a Material Summary

For your audience to understand your reaction to certain materials, you should at first provide a brief summary of authors' points of view. This short overview should include author's name and work title.  When writing a response essay, you should dedicate a section to give an informative summary that clearly details primary points and vital supporting arguments. You must thoroughly understand the literature to be able to complete this section.  For important ideas, you can add direct quotes from the original sources in question. Writers may sometimes make a mistake of summarizing general ideas by providing detailed information about every single aspect of the material. Instead of addressing all ideas in detail, focus on key aspects.  Although you rely on your personal opinion and experience to write a response paper, you must remain objective and factual in this section. Your subjective opinion will take center stage in the personal reaction part of the essay.

Example of a Response Summary

Below is a sample summary response essays example to help you better understand how to write one. A Summary of The Adventures of Robin Hood (1938)

The classic film The Adventure of Robin Hood (1938), as directed by Michael Curtis and William Keighley, stars an infamous outlaw, Robin Hood, who "robbed from the rich and gave to the poor''. The charismatic and charming Saxon lord, Robin Hood (Flynn), becomes an outlaw and seeks justice for poor people by fighting Sir Guy of Gisborne (Rathbone), Sheriff of Nottingham (Copper), and Prince John (Rains), who were oppressing people. After assembling an outlaw group, Robin defies the excessive taxes imposed on poor people by stealing from wealthy individuals and redistributing wealth to the destitute in society. Robin Hood is eventually lured into an archery tournament and gets arrested, but survives an execution. He later helps King Richard to regain his lost throne and banish Prince John.

5. Share Your Reaction

After summarizing the original material, the second part of a response paper involves writing your opinion about author’s point of view. After a thorough review of the material, you should be able to express your perspective on the subject.  In this section, you are expected to detail how the material made you feel and how it relates to your personal life, experience, and values. Within the short response essay, you may also be required to state whether you agree or disagree with author's line of thinking. How does the material relate to current issues, or in what way does it impact your understanding of a given subject? Does it change your opinion on the subject in any way? Your reaction should answer these questions.  In addition, you may also be required to outline potential advantages and shortcomings of the material in your reaction. Finally, you should also indicate whether or not you would endorse the literal work to others.

Reaction in Response Body Paragraph Example

Below is a reaction in a response essay body paragraph sample to help you improve your skills in writing the response body paragraph: Reaction Paragraph Example

My main takeaway from watching The Adventure of Robin Hood (1938) is that society should prioritize good and justice over laws if the set rules oppress people. Prince John, Sir Guy, and Sheriff Cooper were cruel and petty and used existing laws to oppress and exploit poor people. In response, Robin Hood employed unorthodox means and tried to help oppressed people in society. I agree with his way of thinking. Laws are made to protect people in society and ensure justice is served. Therefore, when legislation fails to serve its purpose, it becomes redundant. Even in current society, we have seen democratic governments funding coups when presidents start oppressing their people. Such coups are supported despite the fact that presidency is protected by law. Although Robin Hood's actions might encourage unlawfulness if taken out of context, I would still recommend this film because its main message is advocating for justice in the community.

6. Conclude Your Response Essay

Do you know how to write a response paper conclusion? It should be the icing on the cake. Irrespective of how good previous sections were, your reaction essay will not be considered to be exceptional if you fail to provide a sum up of your reaction, ideas, and arguments in the right manner.  When writing a response essay conclusion , you should strive to summarize the outcome of your thoughts. After stating your final point, tell readers what you have learned and how that material inspired or impacted you. You can also explain how your perspective and the author's point of view intertwine with each other.  Never introduce new ideas in the conclusion paragraph. Presenting new points will not only disrupt the flow of ideas in the paper but also confuse your readers because you may be unable to explain them comprehensively.  You are also expected to link up your discussions with the thesis statement. In other words, concluding comments and observations need to incorporate the reaffirmation of the thesis statement.

Example of Response Paper Conclusion

You can use the responsive essay conclusion sample below as a benchmark to guide you in writing your concluding remarks: Conclusion Example

There are a lot of similarities between the film's message and my opinion, values, and beliefs. Based on my personal principles, I believe the actions of the main character, Robin Hood, are justifiable and acceptable. Several people in modern society would also agree with my perspective. The movie has provided me with multiple lessons and inspirations. The main lesson acquired is that laws are not ultimate and that we should analyze how they affect people rather than adhere to them blindly. Unless legislation protects people and serves justices, it should be considered irrelevant. Also, morality outweighs legislation. From the movie, I gathered that morality should be the foundation for all laws, and at any time, morality and greater good should be prioritized above laws. The main inspiration relates to being brave in going against some legislation since the end justifies the means sometimes. My point of view and that of the movie creators intertwine. We both advocate for human decency and justice. The argument discussed supports the idea that good and justice is greater than law.

Proofread Your Response Paper

It is important to proofread your response paper before submitting it for examination. Has your essay met all instructional requirements? Have you corrected every grammatical error in your paper? These are common questions you should be asking yourself.  Proofreading your work will ensure that you have eliminated mistakes made when working on your academic work. Besides, you also get the opportunity to improve your logical flow of ideas in your paper by proofreading.  If you review your work thoroughly before submitting it for marking, you are more likely to score more marks! Use our Paper Rater , it is a tool that can help you pinpoint errors, which makes going through your work even simpler.

Response Essay Examples

If you have never written this type of academic paper before, responsive essay examples should help you grasp the primary concepts better. These response paper samples not only help you to familiarize yourself with paper's features but also help you to get an idea of how you should tackle such an assignment. Review at least one written response essay example from the compilation below to give you the confidence to tackle a reaction paper. Response essay example: Book

Response paper example: Poem

Response paper sample: Movie

Example of a response paper: Article

Sample response essay: Issue

Response Paper Format

It is important to follow a recommended response essay format in order to adhere to academic writing standards needed for your assignment. Formats depend on your institution or the discipline.  A reaction paper can be written in many different academic writing styles, including APA, MLA, and Chicago, with each demanding a slightly different format.  The outlook of the paper and referencing varies from one writing style to another. Despite the format for a response paper, you must include introduction, body, and conclusion paragraphs.

Response Essay Writing Tips

Below are some of the best tips you can use to improve your response papers writing skills:

• Review your assignment instructions and clarify any inquiries before you start a response paper.
• Once you have selected topics for response essay, reviewed your original materials, and came up with your thesis statement, use topic sentences to facilitate logical flow in your paper.
• Always ensure that you format your work as per the standard structure to ensure that you adhere to set academic requirements. Depending on the academic writing style you will be using, ensure that you have done your in-text citation as per the paper format.
• If you have never worked on this kind of academic paper, you should review examples and samples to help you familiarize yourself with this type of work. You should, however, never plagiarize your work.
• You can use a first-person perspective to better stress your opinion or feelings about a subject. This tip is particularly crucial for reaction part of your work.
• Finally, before submitting your work, proofread your work.

Bottom Line on Response Paper Writing

As discussed in this blog post, preparing a response paper follows a two-step approach. To successfully work on these sections, you need to plan properly to ensure a smooth transition from the reading and analyzing the original material to writing your reaction. In addition, you can review previous works to improve your writing skills.  So, what is a response essay that will immediately capture the attention of your instructor? Well, it should have a captivating introduction, evidence backed reaction, and a powerful conclusion. If you follow various tips outlined above and sum up your work with thorough proofreading, there is no chance that you can fail this type of assignment.

Order a response essay from our academic writing platform! Send us a ‘ write my college paper ’ message and our experienced writers will provide you with a top-notch essay according to your instructions. 

FAQ About Response Paper

1. how long is a short response essay.

The length of a short response essay varies depending on topic and your familiarity with the subject. Depending on how long original sources are and how many responsive points you have, your reaction paper can range from a single paragraph of 150-400 words to multiple paragraphs of 250-500 words.

2. How to start a response body paragraph?

Use an argumentative topic sentence to start your responsive paper paragraph. Failing to begin a paragraph with an elaborate topic sentence will confuse your readers. Topic sentences give readers an idea of what is being discussed in the section. Write a responsive body paragraph for every new idea you add.

3. Is reaction paper similar to a response paper?

Yes. Reaction papers and response essays are used interchangeably. Responsive essays analyze author's point of view and compare them with your personal perspective. This type of academic writing gives you freedom to share your feelings and opinion about an idea. People also discuss how ideas, concepts, and literature material influence them in a response paper.

Daniel Howard is an Essay Writing guru. He helps students create essays that will strike a chord with the readers.

You may also like

• school Campus Bookshelves
• menu_book Bookshelves
• perm_media Learning Objects
• login Login
• how_to_reg Request Instructor Account
• hub Instructor Commons
• Download Page (PDF)
• Download Full Book (PDF)
• Periodic Table
• Physics Constants
• Scientific Calculator
• Reference & Cite
• Tools expand_more
• Readability

selected template will load here

This action is not available.

5.7.2: Annotated Sample Response Essay- "Typography and Identity"

• Last updated
• Save as PDF
• Page ID 92731

• City College of San Francisco via ASCCC Open Educational Resources Initiative

Media Alternative

Listen to an audio version of this page (11 min, 43 sec):

Format note: This version is accessible to screen reader users.  Refer to these  tips for reading our annotated sample arguments with a screen reader . For a more traditional visual format, see  the PDF version of "Typography and Identity."

Sample Essay Z 

Prof. Saramanda Swigart

Typography and Identity

John Eligon's New York Times article, “A Debate Over Identity and Race Asks, Are African-Americans ‘Black’ or ‘black’?” outlines the ongoing conversation among journalists and academics regarding conventions for writing about race—specifically, whether or not to capitalize the “b” in “black” when referring to African-Americans (itself a term that is going out of style). (Note: The opening sentence introduces the text this essay will respond to and gives a brief summary of the text's content.) Eligon argues that, while it might seem like a minor typographical issue, this small difference speaks to the question of how we think about race in the United States. Are words like “black” or “white” mere adjectives, descriptors of skin color? Or are they proper nouns, indicative of group or ethnic identity? Eligon observes that until recently, with the prominence of the Black Lives Matter movement, many journalistic and scholarly publications tended to use a lowercase “black,” while Black media outlets  typically capitalized “Black.”  He suggests that the balance is now tipping in favor of "Black," but given past changes, usage will probably change again as the rich discussion about naming, identity, and power continues.  (Note: The thesis statement includes two related ideas explored by Eligon: the current trend toward using "Black" and the value of the ongoing discussion that leads to changing terms.)

Eligon points to a range of evidence that "Black" is becoming the norm, including a recent change by "hundreds of news organizations" including the Associated Press. This comes in the wake of the George Floyd killing, but it also follows a longtime Black press tradition exemplified by newspapers like The New York Amsterdam News . Eligon cites several prominent academics who are also starting to capitalize Black.  However, he also quotes prominent naysayers and describes a variety of counterarguments, like the idea that capitalization gives too much dignity to a category that was made up to oppress people.  (Note: Summary of a counterargument.)  Capitalizing Black raises another tricky question: Shouldn't White be likewise capitalized? Eligon points out that the groups most enthusiastic to capitalize White seem to be white supremacists, and news organizations want to avoid this association.    (Note: The choice of "points out" signals that everyone would agree that mostly white supremacist groups capitalize White.)  

Eligon's brief history of the debate over racial labels, from “Negro” and “colored” to “African-American” and “person of color,” gives the question of to-capitalize-or-not-to-capitalize a broader context, investing what might seem like a minor quibble for editors with the greater weight of racial identity and its evolution over time. (Note: This paragraph shifts focus from present to past trends and debates.) He outlines similar disagreements over word-choice and racial labels by scholars and activists like Fannie Barrier Williams and W.E.B. Du Bois surrounding now-antiquated terms like “Negro” and “colored.” These leaders debated whether labels with negative connotations should be replaced, or embraced and given a new, positive connotation. (Note: This paragraph summarizes the historical examples Eligon gives. Phrases like "He cites" point out that certain ideas are being used to support a claim.)  Eligon observes that today's "black" was once used as a pejorative but was promoted by the Black Power movement starting in the late sixties, much as the word "Negro" was reclaimed as a positive word. (Note: Summary of a historical trend that parallels today's trend.)  However, the Reverend Jesse Jackson also had some success in calling for a more neutral term, "African American," in the late eighties.  He thought it more appropriate to emphasize a shared ethnic heritage over color.   (Note: Summary of a historical countertrend based on a counterargument to the idea of reclaiming negative terms.)  Eligon suggests that this argument continues to appeal to some today, but that such terms have been found to be inadequate given the diversity of ethnic heritage. “African-American” and the more generalized “people/person of color” do not give accurate or specific enough information.   (Note: Describes a response to the counterargument, a justification of today's trend toward Black.)  

Ultimately, Eligon points to personal intuition as an aid to individuals in the Black community grappling with these questions. He describes the experience of sociologist Crystal M. Fleming, whose use of lowercase “black” transformed to capitalized “Black” over the course of her career and years of research. Her transition from black to Black is, she says, as much a matter of personal choice as a reasoned conclusion—suggesting that it will be up to Black journalists and academics to determine the conventions of the future. (Note: This last sentence of this summary paragraph focuses on Eligon's conclusion, his implied argument about what should guide the choice of terms.)

Eligon's statistical and anecdotal survey of current usage of Black and black covers enough ground to convince us of the trend in favor of capitalization.  (Note: This sentence indicates the shift from summary to a positive assessment of the argument's effectiveness.) But the value of Eligon's article lies in the attention it brings both to the convention and the discussion as a way for the Black community to wrestle with history and define itself.  By presenting a variety of past and present opinions from Black leaders, Eligon gives a sense of the richness and relevance of this ongoing debate.  (Note: this part of the assessment emphasizes not just what is effective at convincing readers, but what is most valuable about the argument.)  His focus at the end on the opinion of one Black scholar, Crystal Fleming, offers an appealing intuitive approach to these decisions about naming. This idea is more hinted at than developed, leaving us to wonder how many other leaders share Fleming's approach and whether this approach might lead to chaos, as each writer might choose a different way to refer to racial identity. (Note: This last sentence offers a gentle critique of the limits of Eligon's evidence on this last point and the existence of possible counterarguments that are not addressed.)  Still, Eligon's ending leaves us hopeful about the positive outcome of continuing the discussion: perhaps decisions about naming can help the Black community find self-definition in the face of historical injustice.

We could build on Eligon's analysis to make a further claim about success not just of Black but of other terms that remind us of a shared history of oppression.  Despite the ongoing debates, his evidence suggests that the Black community has gravitated more toward reclaiming negative terms rather than inventing neutral ones.   (Note: The writer suggests a way to draw a new conclusion using Eligon's evidence.)  He notes that historically, W.E.B Dubois's push to embrace Negro and transform it into a positive was successful and that the Black Power movement did the same with black. It is true that the term African American has been partially successful, but clearly its relevance is waning: Eligon scarcely considers it necessary to mention this term further as he turns to the discussion of black vs. Black. The Black Lives Matter movement chose Black rather than African American, and this choice continued to feel appropriate when the movement grew dramatically after the killing of George Floyd.  (Note: The writer points to ideas that were implied but not emphasized by Eligon.)  

Why has the Black community continued to gravitate toward previously negative terms? Perhaps in this time of racial reckoning, in the face of active ongoing injustice, a label that points to the history of oppression is more empowering. It expresses defiance and determination. If so, perhaps it would make sense for The New York Times to adopt Black.  Eligon does not take a side on this issue, perhaps because he is not writing an opinion piece, but it is a short distance from his piece to a piece advocating that the Times follow the lead of the Associated Press and the majority of Black leaders of the moment.  (Note: Here, the response claims that a particular stance on a controversial issue follows from Eligon's argument.)  Howard Zinn, radical author of A People's History of the United States, writes, “The memory of oppressed people is one thing that cannot be taken away, and for such people, with such memories, revolt is always an inch below the surface.”  Reclaiming an oppressor's name for a people keeps this memory, and this potential for revolt, alive. Ideally, each time we use such a reclaimed term, we remember that inequity still permeates our society, and we recommit ourselves to fighting its many forms.  (Note: The essay suggests a way in which this discussion of terms for an oppressed community can inspire us to fight oppression more broadly.)

Eligon focuses only on the Black community in America, but it would be interesting to learn more about the appeal of reclaiming negative terms by looking at trends among other marginalized groups.  (Note: This passage adds to the conversation by suggesting parallels to groups beyond the Black community.)  Which ones have chosen to embrace once-hateful terms, and which have chosen new, more accurate, more inclusive names? Does reclaiming negative terms become more common when oppression is more active? One obvious example lies in the reclaiming of the term "queer." Despite ongoing marginalization of queer people, the reclaimed term never gained dominance.  "LGBTQ" and variations are used more commonly, despite their awkwardness.  Another parallel lies in the debate over the use of Indian vs. Native American vs. indigenous. The term "cholo," too, was initially a slur referring to persons of mixed Amerindian ancestry in Bolivia and Peru, but is now used by some as a badge of indigenous pride and power.  (It has various other meanings in Mexico, the United States, and in other Latin American countries.) Future discussions could analyze the historical trends in terminology and their relation to changing power relations for each of these groups. Perhaps comparing these histories could shed new light on the complex role of names in the struggle for social justice.  

Works Cited

(Note: Works Cited page uses MLA documentation style appropriate for an English class)

Eligon, John. “A Debate Over Identity and Race Asks, Are African-Americans ‘Black’ or ‘black’?” The New York Times, 26 Jun 2020. https://www.nytimes.com/2020/06/26/u...merican-style-debate.html?action=click&module=Top%20Stories&pgtype=Homepage

Attributions

This sample essay and its annotations were written by Saramanda Swigart and edited by Anna Mills. Licensed CC BY-NC 4.0 .

No One Has a Right to Protest in My Home

The difference between a private yard and a public forum

Listen to this article

Produced by ElevenLabs and News Over Audio (NOA) using AI narration.

As a constitutional scholar and the dean of the UC Berkeley School of Law, I strongly defend the right to speak one’s mind in public forums. But the rancorous debate over the Israel-Hamas war seems to be blurring some people’s sense of which settings are public and which are not. Until recently, neither my wife—Catherine Fisk, a UC Berkeley law professor—nor I ever imagined a moment when our right to limit a protest at a dinner held at our own home would become the subject of any controversy.

Ever since I became a law-school dean, in 2008, the two of us have established a custom of inviting each class of first-year students over for a meal. These dinners help create and reinforce a warm community, and, to accommodate all students, they take place on many evenings during the year. The only exceptions were in 2020 and 2021 because of COVID. So last year and this year, at the request of the presidents of the third-year classes, we organized make-up dinners on three successive nights and invited each of the 400 graduating students to attend one.

The week before the dinners on April 9, 10, and 11, though, a group at Berkeley called Law Students for Justice in Palestine put a profoundly disturbing poster on social media and on bulletin boards in the law-school building. No dinner with Zionist Chem while Gaza starves , the poster declared in large letters. (Students sometimes refer to me as “Chem.”) It also included a caricature of me holding a bloody knife and fork and with what appeared to be blood around my lips—an image that evokes the horrible anti-Semitic blood libel, in which Jews are accused of killing and cannibalizing gentile children. The poster attacks me for no apparent reason other than that I am Jewish. The posters did not specify anything I personally had said or done wrong. The only stated request was that the University of California divest from Israel—a matter for the regents of the University of California, not the law school or even the Berkeley campus.

George Packer: The campus-left occupation that broke higher education

Several Jewish students and staff members told me that the posters offended them and asked me to have them removed. Even though their presence upset me too, I felt that I could not take them off bulletin boards at a public law school. Though appalling, they were speech protected by the First Amendment.

The group responsible for the posters was not content to have its say on paper. Student-government leaders told me that Law Students for Justice in Palestine demanded that my wife and I cancel the dinners; if not, the group would protest at them. I was sad to hear this, but the prospect of a demonstration in the street in front of our home did not change our plans. I made clear that we would still host dinners for students who wanted to attend.

On April 9, about 60 students came to our home for dinner. Our guests were seated at tables in our backyard. Just as they began eating, I was stunned to see the leader of Law Students for Justice in Palestine—who was among the registered guests—stand up with a microphone that she had brought, go up the steps in the yard, and begin reading a speech about the plight of the Palestinians. My wife and I immediately approached her and asked her to stop speaking and leave the premises. The protester continued. At one point, my wife attempted to take away her microphone. Repeatedly, we said to her: You are a guest in our home. Please leave.

The student insisted that she had free-speech rights. But our home is not a forum for free speech; it is our own property, and the First Amendment—which constrains the government’s power to encroach on speech on public property—does not apply at all to guests in private backyards. The dinner, which was meant to celebrate graduating students, was obviously disrupted. Even if we had held the dinner in the law-school building, no one would have had a constitutional right to disrupt the event. I have taught First Amendment law for 44 years, and as many other experts have confirmed, this is not a close question.

Some attendees sympathetic to the student-group leader recorded a video. An excerpt of it appeared on social media and quickly went viral. Soon newspapers and magazines published stories about it. Some commentators have criticized my wife for trying to get hold of the microphone. Some have said that I just should have let the student speak for as long as she wanted. But in all of the dinners we have held over more than 15 years, not once has anyone attempted to give a speech. We had no reason to change the terms of the dinner to accommodate someone from an organization that put up anti-Semitic images of me.

After struggling over the microphone, the student said if we let go of it, she would leave. We relented, and she departed, along with about 10 other students—all of whom had removed their jackets to show matching T-shirts conveying a pro-Palestinian message.

Michael Powell: The unreality of Columbia’s ‘liberated zone’

The dinners went forward on Wednesday and Thursday. On Thursday night, about 15 people came to our home and stood on the street in front of it, and then on the path directly next to our backyard. They chanted loudly and at times offensively. They yelled and banged drums to make as much noise as possible to disturb the dinner. The event continued.

Being at the center of a social-media firestorm was strange and unsettling. We received thousands of messages, many very hateful and some threatening. For days, we got death threats. An organized email campaign demanded that the regents and campus officials fire my wife and me, and another organized email campaign supported us. Amid an intensely painful sequence of events, we experienced one upside: After receiving countless supportive messages from people we have met over the course of decades, we felt like Jimmy Stewart at the end of It’s a Wonderful Life .

Overall, though, this experience has been enormously sad. It made me realize how anti-Semitism is not taken as seriously as other kinds of prejudice. If a student group had put up posters that included a racist caricature of a Black dean or played on hateful tropes about Asian American or LGBTQ people, the school would have erupted—and understandably so. But a plainly anti-Semitic poster received just a handful of complaints from Jewish staff and students.

Many people’s reaction to the incident in our yard reflected their views of what is happening in the Middle East. But it should not be that way. The dinners at our house were entirely nonpolitical; there was no program of any kind. And our university communities, along with society as a whole, will be worse off if every social interaction—including ones at people’s private homes—becomes a forum for uninvited political monologues.

I have spent my career staunchly defending freedom of speech. As a dean, I have tried hard to create a warm, inclusive community. As I continue as dean of Berkeley Law, I will endeavor to heal the divisions in our community. We are not going to solve the problems of the Middle East in our law school, but we must be a place where we treat one another with respect and kindness.

Thank you for visiting nature.com. You are using a browser version with limited support for CSS. To obtain the best experience, we recommend you use a more up to date browser (or turn off compatibility mode in Internet Explorer). In the meantime, to ensure continued support, we are displaying the site without styles and JavaScript.

• View all journals
• My Account Login
• Explore content
• About the journal
• Publish with us
• Sign up for alerts
• Open access
• Published: 01 May 2024

Temporal dynamics of the multi-omic response to endurance exercise training

• MoTrPAC Study Group ,
• Lead Analysts &

MoTrPAC Study Group

Nature volume  629 ,  pages 174–183 ( 2024 ) Cite this article

38k Accesses

652 Altmetric

Metrics details

• Epigenetics
• Metabolomics
• Transcriptomics

Regular exercise promotes whole-body health and prevents disease, but the underlying molecular mechanisms are incompletely understood 1 , 2 , 3 . Here, the Molecular Transducers of Physical Activity Consortium 4 profiled the temporal transcriptome, proteome, metabolome, lipidome, phosphoproteome, acetylproteome, ubiquitylproteome, epigenome and immunome in whole blood, plasma and 18 solid tissues in male and female Rattus norvegicus over eight weeks of endurance exercise training. The resulting data compendium encompasses 9,466 assays across 19 tissues, 25 molecular platforms and 4 training time points. Thousands of shared and tissue-specific molecular alterations were identified, with sex differences found in multiple tissues. Temporal multi-omic and multi-tissue analyses revealed expansive biological insights into the adaptive responses to endurance training, including widespread regulation of immune, metabolic, stress response and mitochondrial pathways. Many changes were relevant to human health, including non-alcoholic fatty liver disease, inflammatory bowel disease, cardiovascular health and tissue injury and recovery. The data and analyses presented in this study will serve as valuable resources for understanding and exploring the multi-tissue molecular effects of endurance training and are provided in a public repository ( https://motrpac-data.org/ ).

Similar content being viewed by others

Multimodal cell atlas of the ageing human skeletal muscle

Small extracellular vesicles from young plasma reverse age-related functional declines by improving mitochondrial energy metabolism

Genome-wide association studies

Regular exercise provides wide-ranging health benefits, including reduced risks of all-cause mortality 1 , 5 , cardiometabolic and neurological diseases, cancer and other pathologies 2 , 6 , 7 . Exercise affects nearly all organ systems in either improving health or reducing disease risk 2 , 3 , 6 , 7 , with beneficial effects resulting from cellular and molecular adaptations within and across many tissues and organ systems 3 . Various ‘omic’ platforms (‘omes’) including transcriptomics, epigenomics, proteomics and metabolomics, have been used to study these events. However, work to date typically covers one or two omes at a single time point, is biased towards one sex, and often focuses on a single tissue, most often skeletal muscle, heart or blood 8 , 9 , 10 , 11 , 12 , with few studies considering other tissues 13 . Accordingly, a comprehensive, organism-wide, multi-omic map of the effects of exercise is needed to understand the molecular underpinnings of exercise training-induced adaptations. To address this need, the Molecular Transducers of Physical Activity Consortium (MoTrPAC) was established with the goal of building a molecular map of the exercise response across a broad range of tissues in animal models and in skeletal muscle, adipose and blood in humans 4 . Here we present the first whole-organism molecular map of the temporal effects of endurance exercise training in male and female rats and provide multiple insights enabled by this MoTrPAC multi-omic data resource.

Multi-omic analysis of exercise training

Six-month-old male and female Fischer 344 rats were subjected to progressive treadmill endurance exercise training (hereafter referred to as endurance training) for 1, 2, 4 or 8 weeks, with tissues collected 48 h after the last exercise bout (Fig. 1a ). Sex-matched sedentary, untrained rats were used as controls. Training resulted in robust phenotypic changes (Extended Data Fig. 1a–d ), including increased aerobic capacity (VO 2 max) by 18% and 16% at 8 weeks in males and females, respectively (Extended Data Fig. 1a ). The percentage of body fat decreased by 5% in males at 8 weeks (Extended Data Fig. 1b ), without a significant change in lean mass (Extended Data Fig. 1c ). In females, the body fat percentage did not change after 4 or 8 weeks of training, whereas it increased by 4% in sedentary controls (Extended Data Fig. 1b ). Body weight of females increased in all intervention groups, with no change for males (Extended Data Fig. 1d ).

a , Experimental design and tissue sample processing. Inbred Fischer 344 rats were subjected to a progressive treadmill training protocol. Tissues were collected from male and female animals that remained sedentary or completed 1, 2, 4 or 8 weeks of endurance exercise training. For trained animals, samples were collected 48 h after their last exercise bout (red pins). b , Summary of molecular datasets included in this study. Up to nine data types (omes) were generated for blood, plasma, and 18 solid tissues, per animal: ACETYL: acetylproteomics; protein site acetylation; ATAC, chromatin accessibility, ATAC-seq data; IMMUNO, multiplexed immunoassays; METAB, metabolomics and lipidomics; METHYL, DNA methylation, RRBS data; PHOSPHO, phosphoproteomics; protein site phosphorylation; PROT, global proteomics; protein abundance; TRNSCRPT, transcriptomics, RNA-seq data; UBIQ, ubiquitylome, protein site ubiquitination. Tissue labels indicate the location, colour code, and abbreviation for each tissue used throughout this study: ADRNL, adrenal gland; BAT, brown adipose tissue; BLOOD, whole blood, blood RNA; COLON, colon; CORTEX, cerebral cortex; HEART, heart; HIPPOC, hippocampus; HYPOTH, hypothalamus; KIDNEY, kidney; LIVER, liver; LUNG, lung; OVARY, ovaries; PLASMA, plasma; SKM-GN, gastrocnemius (skeletal muscle); SKM-VL, vastus lateralis (skeletal muscle); SMLINT, small intestine; SPLEEN, spleen; TESTES, testes; VENACV, vena cava; WAT-SC, subcutaneous white adipose tissue. Icons next to each tissue label indicate the data types generated for that tissue. c , Number of training-regulated features at 5% FDR. Each cell represents results for a single tissue and data type. Colours indicate the proportion of measured features that are differential.

Whole blood, plasma and 18 solid tissues were analysed using genomics, proteomics, metabolomics and protein immunoassay technologies, with most assays performed in a subset of these tissues (Fig. 1b and Extended Data Fig. 1e,f ). Specific details for each omic analysis are provided in Extended Data Fig. 2 , Methods, Supplementary Discussion and Supplementary Table 1 . Molecular assays were prioritized on the basis of available tissue quantity and biological relevance, with the gastrocnemius, heart, liver and white adipose tissue having the most diverse set of molecular assays performed, followed by the kidney, lung, brown adipose tissue and hippocampus (Extended Data Fig. 1e ). Altogether, datasets were generated from 9,466 assays across 211 combinations of tissues and molecular platforms, resulting in 681,256 non-epigenetic and 14,334,496 epigenetic (reduced-representation bisulfite sequencing (RRBS) and assay for transposase-accessible chromatin using sequencing (ATAC-seq)) measurements, corresponding to 213,689 and 2,799,307 unique non-epigenetic and epigenetic features, respectively.

Differential analysis was used to characterize the molecular responses to endurance training (Methods). We computed the overall significance of the training response for each feature, denoted as the training P value, where 35,439 features at 5% false discovery rate (FDR) comprise the training-regulated differential features (Fig. 1c and Supplementary Table 2 ). Timewise summary statistics quantify the exercise training effects for each sex and time point. Training-regulated molecules were observed in the vast majority of tissues for all omes, including a relatively large proportion of transcriptomics, proteomics, metabolomics and immunoassay features (Fig. 1c ). The observed timewise effects were modest: 56% of the per-feature maximum fold changes were between 0.67 and 1.5. Permutation testing showed that permuting the group or sex labels resulted in a significant reduction in the number of selected analytes in most tissues (Extended Data Fig. 3a–d and Supplementary Discussion ). For transcriptomics, the hypothalamus, cortex, testes and vena cava had the smallest proportion of training-regulated genes, whereas the blood, brown and white adipose tissues, adrenal gland and colon showed more extensive effects (Fig. 1c ). For proteomics, the gastrocnemius, heart and liver showed substantial differential regulation in both protein abundance and post-translational modifications (PTMs), with more restricted results in white adipose tissue, lung and kidney protein abundance. For metabolomics, a large proportion of differential metabolites were consistently observed across all tissues, although the absolute numbers were related to the number of metabolomic platforms used (Extended Data Fig. 1e ). The vast number of differential features over the training time course across tissues and omes highlights the multi-faceted, organism-wide nature of molecular adaptations to endurance training.

Multi-tissue response to training

To identify tissue-specific and multi-tissue training-responsive gene expression, we considered the six tissues with the deepest molecular profiling: gastrocnemius, heart, liver, white adipose tissue, lung and kidney. In sum, 11,407 differential features from these datasets were mapped to their cognate gene, for a total of 7,115 unique genes across the tissues (Fig. 2a , Extended Data Fig. 4a and Supplementary Table 3 ). Most of the genes with at least one training-responsive feature were tissue-specific (67%), with the greatest number appearing in white adipose tissue (Fig. 2a ). We identified pathways enriched by these tissue-specific training-responsive genes (Extended Data Fig. 4b ) and tabulated a subset of highly specific genes to gain insight into tissue-specific training adaptation (Supplementary Table 4 ). Focusing on sexually conserved responses revealed tissue-dependent adaptations. These included changes related to immune cell recruitment and tissue remodelling in the lung, cofactor and cholesterol biosynthesis in the liver, ion flux in the heart, and metabolic processes and striated muscle contraction in the gastrocnemius ( Supplementary Discussion ). A detailed analysis of white adipose tissue adaptations to exercise training is provided elsewhere 14 . We also observed ‘ome’-specific responses, with unique transcript and protein responses at the gene and pathway levels (Extended Data Fig. 4c,d , Supplementary Discussion and Supplementary Tables 5 and 6 ).

a , UpSet plot of the training-regulated gene sets associated with each tissue. Bars and dots indicating tissue-specific differential genes are coloured by tissue. Pathway enrichment analysis is shown for selected sets of genes in b , c as indicated by the arrows. b , c , Significantly enriched pathways (10% FDR) corresponding to genes that are differential in both LUNG and WAT-SC datasets ( b ) and the 22 genes that are training-regulated in all six tissues considered in a ( c ). Redundant pathways (those with an overlap of 80% or greater with an existing pathway) were removed. ESR, oestrogen receptor; T H 17, T helper 17.

2,359 genes had differential features in at least two tissues (Fig. 2a ). Lung and white adipose tissue had the largest set of uniquely shared genes ( n  = 249), with predominantly immune-related pathway enrichments (Fig. 2b ); expression patterns suggested decreased inflammation in the lung and increased immune cell recruitment in white adipose tissue (Supplementary Tables 2 and 3 ). Heart and gastrocnemius had the second-largest group of uniquely shared genes, with enrichment of mitochondrial metabolism pathways including the mitochondria fusion genes Opa1 and Mfn1 (Supplementary Table 3 ).

Twenty-two genes were training-regulated in all six tissues, with particular enrichment in heat shock response pathways (Fig. 2c ). Exercise induces the expression of heat shock proteins (HSPs) in various rodent and human tissues 15 . A focused analysis of our transcriptomics and proteomics data revealed HSPs as prominent outliers (Extended Data Fig. 5a and Supplementary Discussion ). Specifically, there was a marked, proteomics-driven up-regulation in the abundance of HSPs, including the major HSPs HSPA1B and HSP90AA1 (Extended Data Fig. 5b,c ). Another ubiquitous endurance training response involved regulation of the kininogenases KNG1 and KNG2 (Supplementary Table 3 ). These enzymes are part of the kallikrein–kininogen system and have been implicated in the hypotensive and insulin-sensitizing effects of exercise 16 , 17 .

Transcription factors and phosphosignalling

We used proteomics and transcriptomics data to infer changes in transcription factor and phosphosignalling activities in response to endurance training through transcription factor and PTM enrichment analyses (Methods). We compared the most significantly enriched transcription factors across tissues (Fig. 3a , Extended Data Fig. 6a and Supplementary Table 7 ). In the blood, we observed enrichment of the haematopoietic-associated transcription factors GABPA, ETS1, KLF3 and ZNF143; haematopoietic progenitors are proposed to be transducers of the health benefits of exercise 18 . In the heart and skeletal muscle, we observed a cluster of enriched Mef2 family transcription factor motifs (Fig. 3a ). MEF2C is a muscle-associated transcription factor involved in skeletal, cardiac and smooth muscle cell differentiation and has been implicated in vascular development, formation of the cardiac loop and neuron differentiation 19 .

a , Transcription factor motif enrichment analysis of the training-regulated transcripts in each tissue. The heat map shows enrichment z -scores across the differential genes for the 13 tissues that had at least 300 genes after mapping transcript IDs to gene symbols. Transcription factors were hierarchically clustered by their enrichment across tissues. CRE, cAMP response element. b , Estimate of activity changes in selected kinases and signalling pathways using PTM signature enrichment analysis on phosphoproteomics data. Only kinases or pathways with a significant difference in at least one tissue, sex or time point ( q value < 0.05) are shown. The heat map shows normalized enrichment score (NES) as colour; tissue, sex and time point combinations as columns, and either kinases or pathways as rows. Kinases are grouped by family; rows are hierarchically clustered within each group. FSH, follicle-stimulating hormone; TSH, thyroid-stimulating hormone.

Phosphorylation signatures of key kinases were altered across many tissues (Fig. 3b and Supplementary Table 8 ). This included AKT1 across heart, kidney and lung, mTOR across heart, kidney and white adipose tissue, and MAPK across heart and kidney. The liver showed an increase in the phosphosignature related to regulators of hepatic regeneration, including EGFR1, IGF and HGF (Extended Data Fig. 6b , Supplementary Discussion ). Increased phosphorylation of STAT3 and PXN, HGF targets involved in cell proliferation, suggest a mechanism for liver regeneration in response to exercise (Extended Data Fig. 6c ). In the heart, kinases showed bidirectional changes in their predicted basal activity in response to endurance training (Extended Data Fig. 6d and Supplementary Discussion ). Several AGC protein kinases showed a decrease in predicted activity, including AKT1, whereas tyrosine kinases, including SRC and mTOR, were predicted to have increased activity. The known SRC target phosphorylation sites GJA1 pY265 and CDH2 pY820 showed significantly increased phosphorylation in response to training (Extended Data Fig. 6e ). Notably, phosphorylation of GJA1 Y265 has previously been shown to disrupt gap junctions, key transducers of cardiac electrical conductivity 20 . This suggests that SRC signalling may regulate extracellular structural remodelling of the heart to promote physiologically beneficial adaptations. In agreement with this hypothesis, gene set enrichment analysis (GSEA) of extracellular matrix proteins revealed a negative enrichment in response to endurance training, showing decreased abundance of proteins such as basement membrane proteins (Extended Data Fig. 6f–h and Supplementary Table 9 ).

Molecular hubs of exercise adaptation

To compare the dynamic multi-omic responses to endurance training across tissues, we clustered the 34,244 differential features with complete timewise summary statistics using an empirical Bayes graphical clustering approach (Methods). By integrating these results onto a graph, we summarize the dynamics of the molecular training response and identify groups of features with similar responses (Extended Data Fig. 7 and Supplementary Table 10 ). We performed pathway enrichment analysis for many graphically defined clusters to characterize putative underlying biology (Supplementary Table 11 ).

We examined biological processes associated with training using the pathway enrichment results for up-regulated features at 8 weeks of training (Extended Data Fig. 8 , Supplementary Table 12 and Supplementary Discussion ). Compared with other tissues, the liver showed substantial regulation of chromatin accessibility, including in the nuclear receptor signalling and cellular senescence pathways. In the gastrocnemius, terms related to peroxisome proliferator-activated receptors (PPAR) signalling and lipid synthesis and degradation were enriched at the protein level, driven by proteins including the lipid droplet features PLIN2, PLIN4 and PLIN5. At the metabolomic level, terms related to ether lipid and glycerophospholipid metabolism were enriched. Together, these enrichments highlight the well-known ability of endurance training to modulate skeletal muscle lipid composition, storage, synthesis and metabolism. The blood displayed pathway enrichments related to translation and organelle biogenesis and maintenance. Paired with the transcription factor analysis (Fig. 3a ), this suggests increased haematopoietic cellular mobilization in the blood. Less studied tissues in the context of exercise training, including the adrenal gland, spleen, cortex, hippocampus and colon, also showed regulation of diverse pathways ( Supplementary Discussion ).

To identify the main temporal or sex-associated responses in each tissue, we summarized the graphical cluster sizes by tissue and time (Extended Data Fig. 7a ). We observed that the small intestine and plasma had more changes at weeks 1 and 2 of training. Conversely, many up-regulated features in brown adipose tissue and down-regulated features in white adipose tissue were observed only at week 8. The largest proportion of opposite effects between males and females was observed at week 1 in the adrenal gland. Other tissues, including the blood, heart, lung, kidney and skeletal muscle (gastrocnemius and vastus lateralis), had relatively consistent numbers of up-regulated and down-regulated features.

We next focused on characterizing shared molecular responses in the three striated muscles (gastrocnemius, vastus lateralis and heart). The three largest graphical clustering paths of differential features in each muscle tissue converged to a sex-consistent response by week 8 (Fig. 4a ). Because of the large number of muscle features that were up-regulated in both sexes at week 8, we further examined the corresponding multi-omic set of analytes (Fig. 4b ). Pathway enrichment analysis of the genes associated with these differential features demonstrated a sex- and muscle-consistent endurance training response that reflected up-regulation of mitochondrial metabolism, biogenesis and translation, and cellular response to heat stress (Fig. 4c and Supplementary Table 11 ).

a , Graphical representation of training-differential features in the three muscle tissues: gastrocnemius (SKM-GN), vastus lateralis (SKM-VL) and heart. Each node represents one of nine possible states (rows) at each of the four training time points (columns). Triangles to the left of row labels map states to symbols used in Fig. 5a . Edges represent the path of differential features over the training time course (see Extended Data Fig. 7 for a detailed explanation). Each graph includes the three largest paths of differential features in that tissue, with edges split by data type. Both node and edge size are proportional to the number of features represented. The node corresponding to features that are up-regulated in both sexes at 8 weeks of training (8w_F1_M1) is circled in each graph. b , Line plots of standardized abundances of all 8w_F1_M1 muscle features. The black line represents the average value across all features. c , Network view of significant pathway enrichment results (10% FDR) corresponding to the features in b . Nodes represent pathways; edges represent functionally similar node pairs (set similarity ≥ 0.3). Nodes are included only if they are significantly enriched in at least two of the muscle tissues, as indicated by node colour. Node size is proportional to the number of differential feature sets (for example, gastrocnemius transcripts) for which the pathway is significantly enriched. High-level biological themes were defined using Louvain community detection of the nodes. d , A subnetwork of a larger cluster identified by network clustering 8w_F1_M1 features from SKM-GN. Mech., mechanical.

We used a network connectivity analysis to study up-regulated features in the gastrocnemius at week 8 (Extended Data Fig. 9a,b , Methods and Supplementary Discussion ). Mapping features to genes revealed overlaps between transcriptomic, chromatin accessibility, and proteomic assays, but no overlaps with methylation. Three molecular interaction networks were compared (Methods), and BioGRID 21 was used for further clustering analysis, which identified three clusters (Extended Data Fig. 9c and Supplementary Table 13 ). The largest cluster was significantly enriched for multiple muscle adaptation processes (Fig. 4d and Supplementary Table 14 ). This analysis illustrates the direct linkage among pathways and putative central regulators, emphasizing the importance of multi-omic data in identifying interconnected networks and understanding skeletal muscle remodelling.

Connection to human diseases and traits

To systematically evaluate the translational value of our data, we integrated our results with extant exercise studies and disease ontology (DO) annotations (Methods). First, we compared our vastus lateralis transcriptomics results to a meta-analysis of long-term training gene-expression changes in human skeletal muscle tissue 8 , demonstrating a significant and direction-consistent overlap (Extended Data Fig. 9d–g and Supplementary Discussion ). We also identified a significant overlap between differential transcripts in the gastrocnemius of female rats trained for 8 weeks and differentially expressed genes identified in the soleus in a study of sedentary and exercise-trained female rats selectively bred for high or low exercise capacity 22 (Extended Data Fig. 9h ). Similarly, adaptations from high-intensity interval training in humans 23 significantly overlapped with the proteomics response in rats (Extended Data Fig. 9i ), particularly for female rats trained for 8 weeks (Extended Data Fig. 9j ). Finally, we performed DO enrichment analysis using the DOSE R package 24 (Supplementary Table 15 and Methods). Down-regulated genes from white adipose tissue, kidney and liver were enriched for several disease terms, suggesting a link between the exercise response and type 2 diabetes, cardiovascular disease, obesity and kidney disease (5% FDR; Extended Data Fig. 9k and Supplementary Discussion ), which are all epidemiologically related co-occurring diseases 25 . Overall, these results support a high concordance of our data from rats with human studies and their relevance to human disease.

Sex-specific responses to exercise

Many tissues showed sex differences in their training responses (Extended Data Fig. 10 ), with 58% of the 8-week training-regulated features demonstrating sex-differentiated responses. Opposite responses between the sexes were observed in adrenal gland transcripts, lung phosphosites and chromatin accessibility features, white adipose tissue transcripts and liver acetylsites. In addition, proinflammatory cytokines exhibited sex-associated changes across tissues (Extended Data Fig. 11a,b and Supplementary Table 16 ). Most female-specific cytokines were differentially regulated between weeks 1 and 2 of training, whereas most male-specific cytokines were differentially regulated between weeks 4 and 8 (Extended Data Fig. 11c ).

We observed extensive transcriptional remodelling of the adrenal gland, with more than 4,000 differential genes. Notably, the largest graphical path of training-regulated features was negatively correlated between males and females, with sustained down-regulation in females and transient up-regulation at 1 week in males (Extended Data Fig. 11d ). The genes in this path were also associated with steroid hormone synthesis pathways and metabolism, particularly those pertaining to mitochondrial function (Supplementary Table 11 ). Further, transcription factor motif enrichment analysis of the transcripts in this path showed enrichment of 14 transcription factors (5% FDR; Supplementary Table 17 ), including the metabolism-regulating factors PPARγ, PPARα and oestrogen-related receptor gamma (ERRγ). The gene-expression levels of several significantly enriched transcription factors themselves followed the same trajectory as this path (Extended Data Fig. 11e ).

In the rat lung, we observed decreased phosphosignalling activity with training primarily in males (Fig. 3b ). Among these, the PRKACA phosphorylation signature showed the largest sex difference at 1 and 2 weeks (Extended Data Fig. 11f–h and Supplementary Table 8 ). PRKACA is a kinase that is involved in signalling within multiple cellular pathways. However, four PRKACA substrates followed this pattern and were associated with cellular structures (such as cytoskeleton and cell–cell junctions): DSP, MYLK, STMN1 and SYNE1 (Extended Data Fig. 11i ). The phosphorylation of these proteins suggests a sex-dependent role of PRKACA in mediating changes in lung structure or mechanical function with training. This is supported as DSP and MYLK have essential roles in alveolar and epithelial cell remodelling in the lung 26 , 27 .

Immune pathway enrichment analysis of training-regulated transcripts at 8 weeks showed limited enrichment in muscle (heart, gastrocnemius and vastus lateralis) and brain (cortex, hippocampus, hypothalamus), down-regulation in the lung and small intestine, and strong up-regulation in brown and white adipose tissue in males only (Fig. 5a , Extended Data Fig. 12a and Supplementary Table 11 ). Many of the same immune pathways (Supplementary Table 18 ) and immune-related transcription factors (Supplementary Table 19 ) were enriched in both adipose tissues in males. Furthermore, correlation between the transcript expression profiles of male-specific up-regulated features in the adipose tissues and immune cell markers from external cell-typing assays revealed a strong positive correlation for many immune cell types, including B, T and natural killer cells, and low correlation with platelets, erythrocytes and lymphatic tissue (Fig. 5b,c , Methods and Supplementary Table 20 ). These patterns suggest recruitment of peripheral immune cells or proliferation of tissue-resident immune cells as opposed to non-biological variation in blood or lymph content. Correlations at the protein level were not as marked (Extended Data Fig. 12b,c ). Complementary analyses using CIBERTSORTx produced similar results (Extended Data Fig. 12d,e ). In summary, our data suggest an important role of immune cell activity in the adaptation of male adipose tissue to endurance training.

a , Enrichment analysis results of the training-differential transcripts at 8 weeks in Kyoto Encyclopedia of Genes and Genomes (KEGG) immune system pathways (10% FDR). NK, natural killer. b , Line plots of standardized abundances of selected training-differential transcripts. Brown and white adipose tissue show male-specific up-regulation at week 8 (8w_F0_M1). The small intestine (SMLINT) shows down-regulation in females and partial down-regulation in males at week 8 (8w_F-1_M0 or 8w_F-1_M-1). c , Box plots of the sample-level Pearson correlation between markers of immune cell types, lymphatic tissue or cell proliferation and the average value of features in b at the transcript level. A pink dot indicates that the marker is also one of the differential features plotted in b . A pound sign indicates that the distribution of Pearson correlations for a set of at least two markers is significantly different from 0 (two-sided one-sample t -test, 5% FDR). When only one marker is used to define a category on the y axis, the gene name is provided in parentheses. In box plots, the centre line represents median, box bounds represent 25th and 75th percentiles, whiskers represent minimum and maximum excluding outliers and blue dots represent outliers.

The small intestine was among the tissues with the highest enrichment in immune-related pathways (Extended Data Fig. 12a ), with down-regulation of transcripts at 8 weeks, and a more robust response in females (Fig. 5b ). This transcript set was significantly enriched with pathways related to gut inflammation (Supplementary Table 11 ). We observed positive associations between these transcripts and markers of several immune cell types, including B, T, natural killer and dendritic cells, suggesting decreased abundance (Fig. 5c and Supplementary Discussion ). Endurance training also decreased the expression of transcripts with genetic risk loci for inflammatory bowel disease (IBD), including major histocompatability complex class II 28 , a finding that also emerged through the DO enrichment analysis (Supplementary Table 15 ). Endurance training is suggested to reduce systemic inflammation, in part by increasing gut microbial diversity and gut barrier integrity 29 . In accordance, we observed decreases in Cxcr3 and Il1a with training (Extended Data Fig. 12f ), both of which are implicated in the pathogenesis of IBD 30 , 31 . Together, these data suggest that endurance training improves gut homeostasis, potentially conferring systemic anti-inflammatory effects.

Multi-tissue changes in mitochondria and lipids

We summarized the organism-wide metabolic changes for metabolomic datasets using RefMet metabolite classes (Fig. 6a and Supplementary Table 21 ) and for non-metabolomics datasets using metabolic subcategories of KEGG pathways (10% FDR; Extended Data Fig. 13a and Supplementary Table 11 ). The liver showed the greatest number of significantly enriched metabolite classes, followed by the heart, lung and hippocampus (Fig. 6a and Supplementary Discussion ). Inspection of individual metabolites and acylcarnitine groups revealed changes associated with functional alterations in response to training (Extended Data Fig. 13b–d and Supplementary Discussion ). Of particular interest, trimethylamine- N -oxide has been associated with cardiovascular disease 32 . We observed up-regulation of 1-methylhistidine, a marker of muscle protein turnover, in the kidney at 1, 2 and 4 weeks, which may indicate muscle breakdown and clearance through the kidney during early training time points. Cortisol levels were increased as expected from the physiological stress of training, and we observed a substantial increase in the kidney, again probably owing to renal clearance 33 . The liver showed up-regulation of 1-methylnicotinamide, which may have a role in inflammation 34 , at 8 weeks.

a , RefMet metabolite class enrichment calculated using GSEA with the −log 10 training P value. Significant chemical class enrichments (5% FDR) are shown as black circles with size is proportional to FDR. Small grey circles are chemical class enrichments that were not significant, and blank cells were not tested owing to low numbers of detected metabolites. TCA, tricarboxylic acid cycle. b , GSEA results using the MitoCarta MitoPathways gene set database and proteomics (PROT) or acetylome (ACETYL) timewise summary statistics for training. NESs are shown for significant pathways (10% FDR). Mitochondrial pathways shown as rows are grouped using the parental group in the MitoPathways hierarchy. OXPHOS, oxidative phosphorylation. c , Line plots of standardized abundances of liver training-differential features across all data types that are up-regulated in both sexes, with a later response in females (LIVER: 1w_F0_M1 − >2w_F0_M1 − >4w_F0_M1 − >8w_F1_M1). The black line represents the average value across all features. d , Network view of pathway enrichment results corresponding to features in c . Nodes indicate significantly enriched pathways (10% FDR); edges connect nodes if there is a similarity score of at least 0.375 between the gene sets driving each pathway enrichment. Node colours indicate omes in which the enrichment was observed. e , log 2 fold changes (logFC) relative to sedentary controls for metabolites within the ‘Lipids and lipid related compounds’ category in the 8-week liver. Heat map colour represents fold change (red, positive; blue, negative). Compounds are grouped into columns based on category (coloured bars).

The heart showed enrichment of various carbohydrate metabolism subcategories across many omes (Extended Data Fig. 13a ), and remarkably, all enzymes within the glycolysis–gluconeogenesis pathway showed a consistent increase in abundance, except for GPI, FBP2 and DLAT (Extended Data Fig. 13e ). Oxidative phosphorylation was enriched in most tissues and is consistent with the joint analyses of the muscle tissues (Fig. 4c ), suggesting potential changes in mitochondria biogenesis. We estimated proportional mitochondrial changes to endurance training using mitochondrial RNA-sequencing (RNA-seq) reads (Extended Data Fig. 14a–c ) and changes of mitochondrial functions through GSEA using gene expression, protein abundance and protein PTMs (Fig. 6b , Extended Data Fig. 14d and Supplementary Tables 22 – 25 ). Increased mitochondrial biogenesis was observed in skeletal muscle, heart and liver across these analyses. Moreover, sex-specific mitochondrial changes were observed in the adrenal gland, as described above, and in the colon, lung and kidney. These results highlight a highly adaptive and pervasive mitochondrial response to endurance training; a more in-depth analysis of this response is provided elsewhere 35 .

In the liver, we observed substantial regulation of metabolic pathways across the proteome, acetylome and lipidome (Fig. 6a,b and Extended Data Fig. 13a ). For example, there was significant enrichment in 12 metabolite classes belonging to ‘lipids and lipid-related compounds’ (Fig. 6a and Supplementary Table 26 ). We therefore focused on the large group of features that increased in abundance over time for both sexes (Fig. 6c ). Most of these liver features corresponded to protein abundance and protein acetylation changes in the mitochondrial, amino acid and lipid metabolic pathways (Fig. 6d and Supplementary Table 27 ). We also observed an increase in phosphatidylcholines and a concomitant decrease in triacylglycerols (Fig. 6e ). Finally, there was increased abundance and acetylation of proteins from the peroxisome, an organelle with key functions in lipid metabolism (Extended Data Fig. 14e ). To our knowledge, these extensive changes in protein acetylation in response to endurance training have not been described previously. Together, these molecular adaptations may constitute part of the mechanisms underlying exercise-mediated improvements in liver health, particularly protection against excessive intrahepatic lipid storage and steatosis 36 .

Mapping the molecular exercise responses across a whole organism is critical for understanding the beneficial effects of exercise. Previous studies are limited to a few tissues, a narrow temporal range, or a single sex. Substantially expanding on the current work in the field, we used 25 distinct molecular platforms in as many as 19 tissues to study the temporal changes to endurance exercise training in male and female rats. Accordingly, we identified thousands of training-induced changes within and across tissues, including temporal and sex-biased responses, in mRNA transcripts, proteins, post-translational modifications and metabolites. Each omic dataset provides unique insights into exercise adaptation, where a holistic understanding requires multi-omic analysis. This work illustrates how mining our data resource can both recapitulate expected mechanisms and provide novel biological insights.

This work can be leveraged to deepen our understanding of exercise-related improvement of health and disease management. The global heat shock response to exercise may confer cytoprotective effects, including in pathologies related to tissue damage and injury recovery 37 . Increased acetylation of liver mitochondrial enzymes and regulation of lipid metabolism may link exercise to protection against non-alcoholic fatty liver disease and steatohepatitis 36 . Similarly, exercise-mediated modulation of cytokines, receptors and transcripts linked to intestinal inflammation or IBD may be associated with improved gut health. These examples highlight unique training responses illuminated by a multi-omics approach that can be leveraged for future hypothesis-driven research on how exercise improves whole-body and tissue-specific health.

We note limitations in our experimental design, datasets and analyses ( Supplementary Discussion ). In short, samples were collected 48 h after the last exercise bout to capture sustained alterations, thereby excluding acute responses. Our assays were performed on bulk tissue and do not cover single-cell platforms. Our resource has limited omic characterization for certain tissues, and additional platforms with emerging biological relevance were not utilized, including microbiome profiling. Moreover, our results are hypothesis-generating and require biological validation; supporting this, we have established a publicly accessible tissue bank from this study.

This MoTrPAC resource provides future opportunities to enhance and refine the molecular map of the endurance training response. We expect that this dataset will remain an ongoing platform to translate tissue- and sex-specific molecular changes in rats to humans. MoTrPAC has made extensive efforts to facilitate access, exploration and interpretation of this resource. We developed the MoTrPAC Data Hub to easily explore and download data ( https://motrpac-data.org/ ), software packages to provide reproducible source code and facilitate data retrieval and analysis in R (MotrpacRatTraining6mo and MotrpacRatTraining6moData 38 , 39 ), and visualization tools for data exploration ( https://data-viz.motrpac-data.org ). Altogether, this multi-omic resource serves as a broadly useful reference for studying the milieu of molecular changes in endurance training adaptation and provides new opportunities to understand the effects of exercise on health and disease.

All methods are included in the  Supplementary Information .

Reporting summary

Further information on research design is available in the  Nature Portfolio Reporting Summary linked to this article.

Data availability

MoTrPAC data are publicly available via http://motrpac-data.org/data-access . Data access inquiries should be sent to [email protected]. Additional resources can be found at http://motrpac.org and https://motrpac-data.org/ . Interactive data visualizations are provided through a website ( https://data-viz.motrpac-data.org ) and HTML reports summarizing the multi-omic graphical analysis results in each tissue 40 . Processed data and analysis results are additionally available in the MotrpacRatTraining6moData R package 39 ( https://github.com/MoTrPAC/MotrpacRatTraining6moData ). Raw and processed data for were deposited in the appropriate public repositories as follows. RNA-seq, ATAC-seq and RRBS data were deposited at the Sequence Read Archive under accession PRJNA908279 and at the Gene Expression Omnibus under accession GSE242358 ; multiplexed immunoassays were deposited at IMMPORT under accession SDY2193 ; metabolomics data were deposited at Metabolomics Workbench under project ID PR001020 ; and proteomics data were deposited at MassIVE under accessions MSV000092911 , MSV000092922 , MSV000092923 , MSV000092924 , MSV000092925 and MSV000092931 . We used the following external datasets: release 96 of the Ensembl R. norvegicus (rn6) genome ( https://ftp.ensembl.org/pub/release-96/fasta/rattus_norvegicus/dna/ ) and gene annotation ( https://ftp.ensembl.org/pub/release-96/gtf/rattus_norvegicus/Rattus_norvegicus.Rnor_6.0.96.gtf.gz ); RefSeq protein database ( https://ftp.ncbi.nlm.nih.gov/refseq/R_norvegicus/ , downloaded 11/2018); the NCBI gene2refseq mapping files ( https://ftp.ncbi.nlm.nih.gov/gene/DATA/gene2refseq.gz , accessed 18 December 2020); RGD rat gene annotation ( https://download.rgd.mcw.edu/data_release/RAT/GENES_RAT.txt , accessed 12 November 2021); BioGRID v4.2.193 ( https://downloads.thebiogrid.org/File/BioGRID/Release-Archive/BIOGRID-4.2.193/BIOGRID-ORGANISM-4.2.193.tab3.zip ); STRING v11.5 ( https://stringdb-downloads.org/download/protein.physical.links.v11.5/10116.protein.physical.links.v11.5.txt.gz ); GENCODE release 39 metadata and annotation files ( https://ftp.ebi.ac.uk/pub/databases/gencode/Gencode_human/release_39/ , accessed 20 January 2022); MatrisomeDB ( https://doi.org/10.1093/nar/gkac1009 ); MitoPathways database available through MitoCarta ( https://personal.broadinstitute.org/scalvo/MitoCarta3.0/ ); PTMSigDB v1.9.0 PTM set database ( https://doi.org/10.1074/mcp.TIR118.000943 ); UniProt human proteome FASTA for canonical protein sequences (UniProtKB query “reviewed:true AND proteome:up000005640”, download date 3 March 2021); the CIBERSORT LM22 leukocyte gene signature matrix ( https://doi.org/10.1007/978-1-4939-7493-1_12 ); published results from Amar et al. 8 , Bye et al. 22 and Hostrup et al. 23 ; and GTEx v8 gene-expression data (dbGaP Accession phs000424.v8.p2). Details are provided in the Supplementary Information , Methods.

Code availability

Code for reproducing the main analyses is provided in the MotrpacRatTraining6mo R package 38 ( https://motrpac.github.io/MotrpacRatTraining6mo/ ). MoTrPAC data processing pipelines for RNA-seq, ATAC-seq, RRBS and proteomics are available in the following Github repositories: https://github.com/MoTrPAC/motrpac-rna-seq-pipeline 41 , https://github.com/MoTrPAC/motrpac-atac-seq-pipeline 42 , https://github.com/MoTrPAC/motrpac-rrbs-pipeline 43 and https://github.com/MoTrPAC/motrpac-proteomics-pipeline 44 . Normalization and quality control scripts are available at https://github.com/MoTrPAC/MotrpacRatTraining6moQCRep 45 .

Blair, S. N. et al. Physical fitness and all-cause mortality. A prospective study of healthy men and women. JAMA 262 , 2395–2401 (1989).

Article   CAS   PubMed   Google Scholar  

Booth, F. W., Roberts, C. K. & Laye, M. J. Lack of exercise is a major cause of chronic diseases. Compr. Physiol. 2 , 1143–1211 (2012).

Article   PubMed   PubMed Central   Google Scholar  

Neufer, P. D. et al. Understanding the cellular and molecular mechanisms of physical activity-induced health benefits. Cell Metab. 22 , 4–11 (2015).

Sanford, J. A. et al. Molecular Transducers of Physical Activity Consortium (MoTrPAC): mapping the dynamic responses to exercise. Cell 181 , 1464–1474 (2020).

Article   CAS   PubMed   PubMed Central   Google Scholar  

Nocon, M. et al. Association of physical activity with all-cause and cardiovascular mortality: a systematic review and meta-analysis. Eur. J. Cardiovasc. Prev. Rehabil. 15 , 239–246 (2008).

Article   PubMed   Google Scholar  

Moore, S. C. et al. Association of leisure-time physical activity with risk of 26 types of cancer in 1.44 million adults. JAMA . Intern. Med. 176 , 816–825 (2016).

Google Scholar  

Pedersen, B. K. & Saltin, B. Exercise as medicine — evidence for prescribing exercise as therapy in 26 different chronic diseases. Scand. J. Med. Sci. Sports 25 , 1–72 (2015).

Amar, D. et al. Time trajectories in the transcriptomic response to exercise - a meta-analysis. Nat. Commun. 12 , 3471 (2021).

Article   ADS   CAS   PubMed   PubMed Central   Google Scholar  

Gibb, A. A. et al. Exercise-induced changes in glucose metabolism promote physiological cardiac growth. Circulation 136 , 2144–2157 (2017).

Lindholm, M. E. et al. An integrative analysis reveals coordinated reprogramming of the epigenome and the transcriptome in human skeletal muscle after training. Epigenetics 9 , 1557–1569 (2014).

Overmyer, K. A. et al. Maximal oxidative capacity during exercise is associated with skeletal muscle fuel selection and dynamic changes in mitochondrial protein acetylation. Cell Metab. 21 , 468–478 (2015).

Pillon, N. J. et al. Transcriptomic profiling of skeletal muscle adaptations to exercise and inactivity. Nat. Commun. 11 , 470 (2020).

Sato, S. et al. Atlas of exercise metabolism reveals time-dependent signatures of metabolic homeostasis. Cell Metab. 34 , 329–345.e8 (2022).

Many, G. M. Sexual dimorphism and the multi-omic response to exercise training in rat subcutaneous white adipose tissue. Nat. Metab. https://doi.org/10.1038/s42255-023-00959-9 (2024).

Henstridge, D. C., Febbraio, M. A. & Hargreaves, M. Heat shock proteins and exercise adaptations. Our knowledge thus far and the road still ahead. J. Appl. Physiol. 120 , 683–691 (2016).

Dumke, C. L., Kim, J., Arias, E. B. & Cartee, G. D. Role of kallikrein–kininogen system in insulin-stimulated glucose transport after muscle contractions. J. Appl. Physiol. 92 , 657–664 (2002).

Vettor, R. et al. Effect of exercise on plasma kallikrein and muscular phospholipase A2 activity in rats. Mol. Cell. Endocrinol. 45 , 65–70 (1986).

De Lisio, M. & Parise, G. Exercise and hematopoietic stem and progenitor cells: protection, quantity, and function. Exerc. Sport Sci. Rev. 41 , 116–122 (2013).

Cho, E.-G. et al. MEF2C enhances dopaminergic neuron differentiation of human embryonic stem cells in a parkinsonian rat model. PLoS ONE 6 , e24027 (2011).

Lin, R., Warn-Cramer, B. J., Kurata, W. E. & Lau, A. F. v-Src phosphorylation of connexin 43 on Tyr247 and Tyr265 disrupts gap junctional communication. J. Cell Biol. 154 , 815–827 (2001).

Oughtred, R. et al. The BioGRID database: a comprehensive biomedical resource of curated protein, genetic, and chemical interactions. Protein Sci. 30 , 187–200 (2021).

Bye, A. et al. Gene expression profiling of skeletal muscle in exercise-trained and sedentary rats with inborn high and low VO 2max . Physiol. Genomics 35 , 213–221 (2008).

Hostrup, M. et al. High-intensity interval training remodels the proteome and acetylome of human skeletal muscle. eLife 11 , e69802 (2022).

Yu, G., Wang, L.-G., Yan, G.-R. & He, Q.-Y. DOSE: an R/Bioconductor package for disease ontology semantic and enrichment analysis. Bioinformatics 31 , 608–609 (2015).

Aguilar, D. Heart failure, diabetes mellitus, and chronic kidney disease: a clinical conundrum. Circ. Heart Fail. 9 , e003316 (2016).

van Moorsel, C. H. M. Desmoplakin: an important player in aging lung disease. Am. J. Respir. Crit. Care Med. 202 , 1201–1202 (2020).

Wang, T. et al. Myosin light chain kinase (MYLK) coding polymorphisms modulate human lung endothelial cell barrier responses via altered tyrosine phosphorylation, spatial localization, and lamellipodial protrusions. Pulm. Circ. 8 , 2045894018764171 (2018).

Jostins, L. et al. Host–microbe interactions have shaped the genetic architecture of inflammatory bowel disease. Nature 491 , 119–124 (2012).

Clarke, S. F. et al. Exercise and associated dietary extremes impact on gut microbial diversity. Gut 63 , 1913–1920 (2014).

Lammers, K. M. et al. Gliadin induces an increase in intestinal permeability and zonulin release by binding to the chemokine receptor CXCR3. Gastroenterology 135 , 194–204.e3 (2008).

Scarpa, M. et al. The epithelial danger signal IL-1α is a potent activator of fibroblasts and reactivator of intestinal inflammation. Am. J. Pathol. 185 , 1624–1637 (2015).

Wang, Z. et al. Gut flora metabolism of phosphatidylcholine promotes cardiovascular disease. Nature 472 , 57–63 (2011).

Daly, W., Seegers, C., Timmerman, S. & Hackney, A. C. Peak cortisol response to exhausting exercise: effect of blood sampling schedule. Med. Sportiva 8 , 17–20 (2004).

CAS   Google Scholar  

Zhang, W. et al. Nicotinamide N- methyltransferase ameliorates renal fibrosis by its metabolite 1-methylnicotinamide inhibiting the TGF-β1/Smad3 pathway. FASEB J. 36 , e22084 (2022).

CAS   PubMed   Google Scholar  

Amar, D. et al. The mitochondrial multi-omic response to exercise training across tissues. Prepint at BioRxiv https://doi.org/10.1101/2023.01.13.523698 (2023).

Thyfault, J. P. & Rector, R. S. Exercise combats hepatic steatosis: potential mechanisms and clinical implications. Diabetes 69 , 517–524 (2020).

Dornbos, D. et al. Preischemic exercise reduces brain damage by ameliorating metabolic disorder in ischemia/reperfusion injury. J. Neurosci. Res. 91 , 818–827 (2013).

Gay, N. R., Amar, D., Beltran, P. M. J. & MoTrPAC Study Group. MotrpacRatTraining6mo: Analysis of the MoTrPAC endurance exercise training study in 6-month-old. R package version 1.6.3 https://motrpac.github.io/MotrpacRatTraining6mo/ (2023).

Gay, N. R. & MoTrPAC Study Group. MotrpacRatTraining6moData: Data for analysis of the MoTrPAC endurance exercise training study in 6-month-old rats. R package version 1.9.0 https://motrpac.github.io/MotrpacRatTraining6moData/ (2023).

Gay, N. R., Amar, D. & MoTrPAC Study Group. Visualization of graphical analysis results: Temporal dynamics of the multi-omic response to endurance exercise training across tissues. Zenodo https://doi.org/10.5281/zenodo.7703294 (2023).

Raja, A. et al. MoTrPAC/motrpac-rna-seq-pipeline. GitHub https://github.com/MoTrPAC/motrpac-rna-seq-pipeline (2023).

Gay, N. R., Raja, A. & MoTrPAC Study Group. MoTrPAC/motrpac-atac-seq-pipeline. GitHub https://github.com/MoTrPAC/motrpac-atac-seq-pipeline (2023).

Akre, S., Raja, A., Samdarshi, M. & MoTrPAC Study Group. MoTrPAC/motrpac-rrbs-pipeline. GitHub https://github.com/MoTrPAC/motrpac-rrbs-pipeline (2023).

Jimenez-Morales, D., Samdarshi, M., Hershman, S. & MoTrPAC Study Group. MoTrPAC/motrpac-proteomics-pipeline. GitHub https://github.com/MoTrPAC/motrpac-proteomics-pipeline (2023).

Amar, D., Samdarshi, M., Raja, A. & Gay, N. R. MoTrPAC/MotrpacRatTraining6moQCRep. GitHub https://github.com/MoTrPAC/MotrpacRatTraining6moQCRep (2023).

McCarron, A. et al. Phenotypic characterization and comparison of cystic fibrosis rat models generated using CRISPR/Cas9 gene editing. Am. J. Pathol. 190 , 977–993 (2020).

Download references

Acknowledgements

Funding: The MoTrPAC Study is supported by NIH grants U24OD026629 (Bioinformatics Center), U24DK112349, U24DK112342, U24DK112340, U24DK112341, U24DK112326, U24DK112331, U24DK112348 (Chemical Analysis Sites), U01AR071133, U01AR071130, U01AR071124, U01AR071128, U01AR071150, U01AR071160, U01AR071158 (Clinical Centers), U24AR071113 (Consortium Coordinating Center), U01AG055133, U01AG055137 and U01AG055135 (PASS/Animal Sites). This work was also supported by other funding sources: NHGRI Institutional Training Grant in Genome Science 5T32HG000044 (N.R.G.), National Science Foundation Graduate Research Fellowship Grant No. NSF 1445197 (N.R.G.), National Heart, Lung, and Blood Institute of the National Institute of Health F32 postdoctoral fellowship award F32HL154711 (P.M.J.B.), the Knut and Alice Wallenberg Foundation (M.E.L.), National Science Foundation Major Research Instrumentation (MRI) CHE-1726528 (F.M.F.), National Institute on Aging P30AG044271 and P30AG003319 (N.M.), and NORC at the University of Chicago grant no. P30DK07247 (E.R.). Parts of this work were performed in the Environmental Molecular Science Laboratory, a US Department of Energy national scientific user facility at Pacific Northwest National Laboratory in Richland, WA. The views expressed are those of the authors and do not necessarily reflect those of the NIH or the US Department of Health and Human Services. Some figures were created using Biorender.com. Fig. 1b was modified with permission from ref. 46 .

Author information

These authors contributed equally: David Amar, Nicole R. Gay, Pierre M. Jean-Beltran

These authors jointly supervised this work: Sue C. Bodine, Steven A. Carr, Karyn A. Esser, Stephen B. Montgomery, Simon Schenk, Michael P. Snyder, Matthew T. Wheeler

Authors and Affiliations

Department of Medicine, Stanford University, Stanford, CA, USA

David Amar, David Jimenez-Morales, Malene E. Lindholm, Shruti Marwaha, Archana Natarajan Raja, Jimmy Zhen, Euan Ashley, Matthew T. Wheeler, Karen P. Dalton, Steven G. Hershman, Mihir Samdarshi & Christopher Teng

Department of Genetics, Stanford University, Stanford, CA, USA

Nicole R. Gay, Bingqing Zhao, Jose J. Almagro Armenteros, Nasim Bararpour, Si Wu, Stephen B. Montgomery, Michael P. Snyder, Clarisa Chavez, Roxanne Chiu, Krista M. Hennig, Chia-Jui Hung, Christopher A. Jin & Navid Zebarjadi

Proteomics Platform, Broad Institute of MIT and Harvard, Cambridge, MA, USA

Pierre M. Jean-Beltran, Hasmik Keshishian, Natalie M. Clark, Steven A. Carr, D. R. Mani, Charles C. Mundorff & Cadence Pearce

Department of Internal Medicine, University of Iowa, Iowa City, IA, USA

Dam Bae, Ana C. Lira, Sue C. Bodine, Michael Cicha, Luis Gustavo Oliveira De Sousa, Bailey E. Jackson, Kyle S. Kramer, Andrea G. Marshall & Collyn Z-T. Richards

Department of Quantitative Health Sciences, Mayo Clinic, Rochester, MN, USA

Surendra Dasari

Metabolomics Platform, Broad Institute of MIT and Harvard, Cambridge, MA, USA

Courtney Dennis, Julian Avila-Pacheco & Clary B. Clish

Department of Internal Medicine, University of Michigan, Ann Arbor, MI, USA

Charles R. Evans & Charles F. Burant

School of Chemistry and Biochemistry, Georgia Institute of Technology, Atlanta, GA, USA

David A. Gaul, Evan M. Savage & Facundo M. Fernández

Department of Medicine, Duke University, Durham, NC, USA

Olga Ilkayeva, William E. Kraus & Kim M. Huffman

Duke Molecular Physiology Institute, Duke University, Durham, NC, USA

Olga Ilkayeva, Michael J. Muehlbauer, William E. Kraus, Christopher Newgard, Kim M. Huffman & Megan E. Ramaker

Emory Integrated Metabolomics and Lipidomics Core, Emory University, Atlanta, GA, USA

Anna A. Ivanova, Xueyun Liu & Kristal M. Maner-Smith

BRCF Metabolomics Core, University of Michigan, Ann Arbor, MI, USA

Maureen T. Kachman, Alexander (Sasha) Raskind & Tanu Soni

Division of Endocrinology, Nutrition, and Metabolism, Mayo Clinic, Rochester, MN, USA

Ian R. Lanza

Department of Neurology, Icahn School of Medicine at Mount Sinai, New York, NY, USA

Venugopalan D. Nair, Gregory R. Smith, Yongchao Ge, Stuart C. Sealfon, Mary Anne S. Amper, Kristy Guevara, Nada Marjanovic, German Nudelman, Hanna Pincas, Irene Ramos, Stas Rirak, Aliza B. Rubenstein, Frederique Ruf-Zamojski, Nitish Seenarine, Sindhu Vangeti, Mital Vasoya, Alexandria Vornholt, Xuechen Yu & Elena Zaslavsky

Environmental Molecular Sciences Division, Pacific Northwest National Laboratory, Richland, WA, USA

Paul D. Piehowski

Department of Pathology and Laboratory Medicine, University of Vermont, Burlington, VT, USA

Jessica L. Rooney, Russell Tracy, Elaine Cornell, Nicole Gagne & Sandy May

Department of Pathology, Stanford University, Stanford, CA, USA

Kevin S. Smith, Nikolai G. Vetr, Stephen B. Montgomery & Daniel Nachun

Department of Biostatistics and Data Science, Wake Forest University School of Medicine, Winston-Salem, NC, USA

Cynthia L. Stowe, Fang-Chi Hsu, Scott Rushing & Michael P. Walkup

Biological Sciences Division, Pacific Northwest National Laboratory, Richland, WA, USA

Gina M. Many, James A. Sanford, Joshua N. Adkins, Wei-Jun Qian, Marina A. Gritsenko, Joshua R. Hansen, Chelsea Hutchinson-Bunch, Matthew E. Monroe, Ronald J. Moore, Michael D. Nestor, Vladislav A. Petyuk & Tyler J. Sagendorf

Department of Biochemistry, Emory University, Atlanta, GA, USA

Tiantian Zhang, Zhenxin Hou & Eric A. Ortlund

Section on Integrative Physiology and Metabolism, Joslin Diabetes Center, Boston, MA, USA

David M. Presby, Laurie J. Goodyear, Brent G. Albertson, Tiziana Caputo, Michael F. Hirshman, Nathan S. Makarewicz, Pasquale Nigro & Krithika Ramachandran

Department of Human Genetics, University of Michigan, Ann Arbor, MI, USA

Alec Steep & Jun Z. Li

Department of Pharmacological Sciences, Icahn School of Medicine at Mount Sinai, New York, NY, USA

Yifei Sun & Martin J. Walsh

Department of Genetics and Genomic Sciences, Icahn School of Medicine at Mount Sinai, New York, NY, USA

Aging and Metabolism Research Program, Oklahoma Medical Research Foundation, Oklahoma City, OK, USA

• Sue C. Bodine

Department of Physiology and Aging, University of Florida, Gainesville, FL, USA

Karyn A. Esser & Marco Pahor

Department of Orthopaedic Surgery, School of Medicine, University of California, San Diego, La Jolla, CA, USA

Simon Schenk

Department of Biomedical Data Science, Stanford University, Stanford, CA, USA

Stephen B. Montgomery

Department of Biostatistics, University of Alabama at Birmingham, Birmingham, AL, USA

Gary Cutter

Division of Cardiovascular Medicine, Beth Israel Deaconess Medical Center, Boston, MA, USA

Robert E. Gerszten & Jeremy M. Robbins

Division of Public Health Sciences, Wake Forest University School of Medicine, Winston-Salem, NC, USA

Michael E. Miller

Department of Medicine, Mayo Clinic, Rochester, MN, USA

K. Sreekumaran Nair

Department of Statistics, Stanford University, Stanford, CA, USA

Trevor Hastie & Rob Tibshirani

Department of Biomedical Data Sciences, Stanford University, Stanford, CA, USA

Rob Tibshirani

Department of Aging and Geriatric Research, University of Florida, Gainesville, FL, USA

Brian Bouverat, Christiaan Leeuwenburgh & Ching-ju Lu

Section on Gerontology and Geriatric Medicine, Wake Forest University School of Medicine, Winston-Salem, NC, USA

• Barbara Nicklas

Department of Health and Exercise Science, Wake Forest University School of Medicine, Winston-Salem, NC, USA

W. Jack Rejeski

National Institute on Aging, National Institutes of Health, Bethesda, MD, USA

• John P. Williams

National Institute of Diabetes and Digestive and Kidney Diseases, National Institutes of Health, Bethesda, MD, USA

Applied Physiology and Kinesiology, University of Florida, Gainesville, FL, USA

Elisabeth R. Barton

Department of Biomedical Sciences, University of Missouri, Columbia, MO, USA

Frank W. Booth

Department of Medical Pharmacology and Physiology, University of Missouri, Columbia, MO, USA

Department of Nutrition and Exercise Physiology, University of Missouri, Columbia, MO, USA

Frank W. Booth & R. Scott Rector

Dalton Cardiovascular Research Center, University of Missouri, Columbia, MO, USA

Department of Kinesiology and Health Education, University of Texas, Austin, TX, USA

Roger Farrar

Department of Medicine, Division of Endocrinology and Diabetes, University of California, Los Angeles, CA, USA

Andrea L. Hevener

Center for Public Health Genomics, University of Virginia School of Medicine, Charlottesville, VA, USA

Benjamin G. Ke & Chongzhi Zang

Section on Clinical, Behavioral, and Outcomes Research, Joslin Diabetes Center, Boston, MA, USA

Sarah J. Lessard

Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA

Andrea G. Marshall

Department of Health Sciences, Stetson University, Deland, FL, USA

Scott Powers

Department of Medicine, University of Missouri, Columbia, MO, USA

R. Scott Rector

NextGen Precision Health, University of Missouri, Columbia, MO, USA

Cell Biology and Physiology, Internal Medicine, University of Kansas Medical Center, Kansas City, KS, USA

John Thyfault

Center for Skeletal Muscle Research at Robert M. Berne Cardiovascular Research Center, University of Virginia School of Medicine, Charlottesville, VA, USA

Department of Medicine, University of Virginia School of Medicine, Charlottesville, VA, USA

Department of Pharmacology, University of Virginia School of Medicine, Charlottesville, VA, USA

Department of Molecular Physiology and Biological Physics, University of Virginia School of Medicine, Charlottesville, VA, USA

Fralin Biomedical Research Institute, Center for Exercise Medicine Research at Virginia Tech Carilion, Roanoke, VA, USA

Department of Human Nutrition, Foods, and Exercise, College of Agriculture and Life Sciences, Virginia Tech, Blacksburg, VA, USA

Department of Computational and Systems Biology, University of Pittsburgh, Pittsburgh, PA, USA

Ali Tugrul Balci & Maria Chikina

Petit Institute of Bioengineering and Biosciences, Georgia Institute of Technology, Atlanta, GA, USA

Samuel G. Moore

Department of Medicine, Emory University, Atlanta, GA, USA

Karan Uppal

Department of Cell, Developmental, and Integrative Biology, University of Alabama at Birmingham, Birmingham, AL, USA

Marcas Bamman & Anna Thalacker-Mercer

Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, USA

Bryan C. Bergman, Daniel H. Bessesen, Wendy M. Kohrt, Edward L. Melanson, Kerrie L. Moreau, Irene E. Schauer & Robert S. Schwartz

Department of Medicine, University of Alabama at Birmingham, Birmingham, AL, USA

Thomas W. Buford

Human Performance Laboratory, Ball State University, Muncie, IN, USA

Toby L. Chambers, Bridget Lester, Scott Trappe & Todd A. Trappe

Translational Research Institute, AdventHealth, Orlando, FL, USA

Paul M. Coen, Bret H. Goodpaster & Lauren M. Sparks

Department of Pediatrics, University of California, Irvine, CA, USA

Dan Cooper, Fadia Haddad & Shlomit Radom-Aizik

Pennington Biomedical Research Center, Baton Rouge, LA, USA

Kishore Gadde, Melissa Harris, Neil M. Johannsen, Tuomo Rankinen & Eric Ravussin

College of Nursing, University of Colorado Anschutz Medical Campus, Aurora, CO, USA

Catherine M. Jankowski

Department of Medicine, Cedars-Sinai Medical Center, Los Angeles, CA, USA

Nicolas Musi

Population and Public Health, Pennington Biomedical Research Center, Baton Rouge, LA, USA

Robert L. Newton Jr

Biochemistry and Structural Biology, Center for Metabolic Health, Barshop Institute for Longevity and Aging Studies, University of Texas Health Science Center, San Antonio, TX, USA

Blake B. Rasmussen

Barshop Institute for Longevity and Aging Studies, University of Texas Health Science Center, San Antonio, TX, USA

Elena Volpi

MoTrPAC Study Group

• Primary authors

Lead Analysts

• , Nicole R. Gay
• , Pierre M. Jean-Beltran

Lead Data Generators

• , Surendra Dasari
• , Courtney Dennis
• , Charles R. Evans
• , David A. Gaul
• , Olga Ilkayeva
• , Anna A. Ivanova
• , Maureen T. Kachman
• , Hasmik Keshishian
• , Ian R. Lanza
• , Ana C. Lira
• , Michael J. Muehlbauer
• , Venugopalan D. Nair
• , Paul D. Piehowski
• , Jessica L. Rooney
• , Kevin S. Smith
• , Cynthia L. Stowe
•  & Bingqing Zhao
• Natalie M. Clark
• , David Jimenez-Morales
• , Malene E. Lindholm
• , Gina M. Many
• , James A. Sanford
• , Gregory R. Smith
• , Nikolai G. Vetr
• , Tiantian Zhang
• , Bingqing Zhao
• , Jose J. Almagro Armenteros
• , Julian Avila-Pacheco
• , Nasim Bararpour
• , Yongchao Ge
• , Zhenxin Hou
• , Shruti Marwaha
• , David M. Presby
• , Archana Natarajan Raja
• , Evan M. Savage
• , Alec Steep
• , Yifei Sun
• , Si Wu
•  & Jimmy Zhen

Animal Study Leadership

• , Karyn A. Esser
• , Laurie J. Goodyear
•  & Simon Schenk

Manuscript Writing Group Leads

• Nicole R. Gay
•  & David Amar

Manuscript Writing Group

• Malene E. Lindholm
• , Simon Schenk
• , Stephen B. Montgomery
• , Sue C. Bodine
• , Facundo M. Fernández
• , Stuart C. Sealfon
• , Michael P. Snyder
•  & Tiantian Zhang

Senior Leadership

• Joshua N. Adkins
• , Euan Ashley
• , Charles F. Burant
• , Steven A. Carr
• , Clary B. Clish
• , Gary Cutter
• , Robert E. Gerszten
• , William E. Kraus
• , Jun Z. Li
• , Michael E. Miller
• , K. Sreekumaran Nair
• , Christopher Newgard
• , Eric A. Ortlund
• , Wei-Jun Qian
• , Russell Tracy
• , Martin J. Walsh
•  & Matthew T. Wheeler

Co-corresponding Authors

Bioinformatics center.

• , Karen P. Dalton
• , Trevor Hastie
• , Steven G. Hershman
• , Mihir Samdarshi
• , Christopher Teng
• , Rob Tibshirani
• , Matthew T. Wheeler

Biospecimens Repository

• Elaine Cornell
• , Nicole Gagne
• , Sandy May
•  & Russell Tracy

Administrative Coordinating Center

• Brian Bouverat
• , Christiaan Leeuwenburgh
• , Ching-ju Lu
•  & Marco Pahor

Data Management, Analysis, and Quality Control Center

• Fang-Chi Hsu
• , Scott Rushing
•  & Michael P. Walkup

Exercise Intervention Core

•  & W. Jack Rejeski
•  & Ashley Xia

Preclinical Animal Study Sites

• Brent G. Albertson
• , Dam Bae
• , Elisabeth R. Barton
• , Frank W. Booth
• , Tiziana Caputo
• , Michael Cicha
• , Luis Gustavo Oliveira De Sousa
• , Roger Farrar
• , Andrea L. Hevener
• , Michael F. Hirshman
• , Bailey E. Jackson
• , Benjamin G. Ke
• , Kyle S. Kramer
• , Sarah J. Lessard
• , Nathan S. Makarewicz
• , Andrea G. Marshall
• , Pasquale Nigro
• , Scott Powers
• , Krithika Ramachandran
• , R. Scott Rector
• , Collyn Z-T. Richards
• , John Thyfault
• , Zhen Yan
•  & Chongzhi Zang

Chemical Analysis Sites

• , Mary Anne S. Amper
• , Ali Tugrul Balci
• , Clarisa Chavez
• , Maria Chikina
• , Roxanne Chiu
• , Natalie M. Clark
• , Marina A. Gritsenko
• , Kristy Guevara
• , Joshua R. Hansen
• , Krista M. Hennig
• , Chia-Jui Hung
• , Chelsea Hutchinson-Bunch
• , Christopher A. Jin
• , Xueyun Liu
• , Kristal M. Maner-Smith
• , D. R. Mani
• , Nada Marjanovic
• , Matthew E. Monroe
• , Ronald J. Moore
• , Samuel G. Moore
• , Charles C. Mundorff
• , Daniel Nachun
• , Michael D. Nestor
• , German Nudelman
• , Cadence Pearce
• , Vladislav A. Petyuk
• , Hanna Pincas
• , Irene Ramos
• , Alexander (Sasha) Raskind
• , Stas Rirak
• , Jeremy M. Robbins
• , Aliza B. Rubenstein
• , Frederique Ruf-Zamojski
• , Tyler J. Sagendorf
• , Nitish Seenarine
• , Tanu Soni
• , Karan Uppal
• , Sindhu Vangeti
• , Mital Vasoya
• , Alexandria Vornholt
• , Xuechen Yu
• , Elena Zaslavsky
• , Navid Zebarjadi

Clinical Sites

• Marcas Bamman
• , Bryan C. Bergman
• , Daniel H. Bessesen
• , Thomas W. Buford
• , Toby L. Chambers
• , Paul M. Coen
• , Dan Cooper
• , Fadia Haddad
• , Kishore Gadde
• , Bret H. Goodpaster
• , Melissa Harris
• , Kim M. Huffman
• , Catherine M. Jankowski
• , Neil M. Johannsen
• , Wendy M. Kohrt
• , Bridget Lester
• , Edward L. Melanson
• , Kerrie L. Moreau
• , Nicolas Musi
• , Robert L. Newton Jr
• , Shlomit Radom-Aizik
• , Megan E. Ramaker
• , Tuomo Rankinen
• , Blake B. Rasmussen
• , Eric Ravussin
• , Irene E. Schauer
• , Robert S. Schwartz
• , Lauren M. Sparks
• , Anna Thalacker-Mercer
• , Scott Trappe
• , Todd A. Trappe
•  & Elena Volpi

Contributions

All authors reviewed and revised the manuscript. Detailed author contributions are provided in the  Supplementary Information .

Corresponding authors

Correspondence to Sue C. Bodine , Karyn A. Esser , Simon Schenk , Stephen B. Montgomery , Michael P. Snyder , Steven A. Carr or Matthew T. Wheeler .

Ethics declarations

Competing interests.

S.C.B. has equity in Emmyon, Inc. G.R.C. sits on data and safety monitoring boards for AI Therapeutics, AMO Pharma, Astra-Zeneca, Avexis Pharmaceuticals, Biolinerx, Brainstorm Cell Therapeutics, Bristol Meyers Squibb/Celgene, CSL Behring, Galmed Pharmaceuticals, Green Valley Pharma, Horizon Pharmaceuticals, Immunic, Mapi Pharmaceuticals, Merck, Mitsubishi Tanabe Pharma Holdings, Opko Biologics, Prothena Biosciences, Novartis, Regeneron, Sanofi-Aventis, Reata Pharmaceuticals, NHLBI (protocol review committee), University of Texas Southwestern, University of Pennsylvania, Visioneering Technologies, Inc.; serves on consulting or advisory boards for Alexion, Antisense Therapeutics, Biogen, Clinical Trial Solutions LLC, Genzyme, Genentech, GW Pharmaceuticals, Immunic, Klein-Buendel Incorporated, Merck/Serono, Novartis, Osmotica Pharmaceuticals, Perception Neurosciences, Protalix Biotherapeutics, Recursion/Cerexis Pharmaceuticals, Regeneron, Roche, SAB Biotherapeutics; and is the president of Pythagoras Inc., a private consulting company. S.A.C. is a member of the scientific advisory boards of Kymera, PrognomiQ, PTM BioLabs, and Seer. M.P.S. is a cofounder and scientific advisor to Personalis, Qbio, January AI, Filtricine, SensOmics, Protos, Fodsel, Rthm, Marble and scientific advisor to Genapsys, Swaz, Jupiter. S.B.M. is a consultant for BioMarin, MyOme and Tenaya Therapeutics. D.A. is currently employed at Insitro, South San Francisco, CA. N.R.G. is currently employed at 23andMe, Sunnyvale, CA. P.M.J.B. is currently employed at Pfizer, Cambridge, MA. Insitro, 23andMe and Pfizer had no involvement in the work presented here.

Peer review

Peer review information.

Nature thanks Atul Deshmukh, Jorge Ruas and the other, anonymous, reviewer(s) for their contribution to the peer review of this work. Peer review reports are available.

Additional information

Publisher’s note Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Extended data figures and tables

Extended data fig. 1 animal phenotyping and data availability..

a-d) Clinical measurements before and after the training intervention in untrained control rats (SED), 4-week trained rats (4w), and 8-week trained rats (8w). Data are displayed pre and post for each individual rat (connected by a line), with males in blue and females in pink. Filled symbols (n = 5 per sex and time point) represent rats used for all omics analyses, whereas the rat utilized for proteomics only (n = 1 per sex and time point) is represented by a non-filled symbol. Significant results by ANOVA of the overall group effect (#, p < 0.05; ##, p < 0.01) and interaction between group and time (§, p < 0.05; §§ p < 0.01) are indicated. Significant within-group differential responses from a Bonferroni post hoc test are indicated (*, q-value < 0.05; **, q-value < 0.01). a) Aerobic capacity through a VO 2 max test until exhaustion. Data are reported in ml/(kg.min) for all individual rats and time points. b) Body fat percentage. c) Percent lean mass. ( b-c ) were assessed through nuclear magnetic resonance spectroscopy. d) Body weight (in grams). e) Description of available datasets. Colored cells indicate that data are available for that tissue and assay. Individual panels and platforms are shown for metabolomics and the multiplexed immunoassays. f) Detailed availability of sample-level data across assays. Each column represents an individual animal, ordered by training group and colored by sex. Gray cells indicate that data were generated for that animal and assay; black cells indicate that data were not generated. Rows are ordered by ome and colored by assay and tissue.

Extended Data Fig. 2 Quality control metrics for omics data.

a) Proteomics multiplexing design using TMT11 reagents for isobaric tagging and a pooled reference sample. The diagram describes processing of a single tissue. Following multiplexing, peptides were used for protein abundance analysis, serial PTM enriched for phosphosite and optional acetylsite quantification, or ubiquitylsite quantification through enrichment of lysine-diglycine ubiquitin remnants. b) Total number of fully quantified proteins per plex in each global proteome dataset. c-e) The total number of fully quantified phosphosites (c) , acetylsites (d) , and ubiquitylsites (e) per plex in each dataset. f) Distributions of coefficients of variation (CVs) calculated from metabolomics features identified in pooled samples and analyzed periodically throughout liquid chromatography-mass spectrometry runs. CVs were aggregated and plotted separately for named and unnamed metabolites. g) Transcription start site (TSS) enrichment (top) and fraction of reads in peaks (FRiP, bottom) across ATAC-seq samples per tissue. h) Distributions of RNA integrity numbers (RIN, top) and median 5′ to 3′ bias (bottom) across samples in each tissue in the RNA-Seq data. i) Percent methylation of CpG, CHG and CHH sites in the RRBS data. For boxplots in (h,i) : center line represents median; box bounds represent 25th and 75th percentiles; whiskers represent minimum and maximum excluding outliers; filled dots represent outliers. j) Number of wells across multiplexed immunoassays with fewer than 20 beads. Measurements from these 182 wells were excluded from downstream analysis. k) 2D density plot of targeted analytes’ mean fluorescence intensity (MFI) versus corresponding CHEX4 MFI from the same well for each multiplexed immunoassay measurement, where CHEX4 is a measure of non-specific binding.

Extended Data Fig. 3 Permutation tests.

a-b) Permutation tests of groups within males (a) and females (b) . For each sex, the original group labels were shuffled to minimize the number of animal pairs that remain in the same group. Only the group labels were shuffled and all other covariates remained as in the original data. For each permuted dataset, the differential abundance pipeline was rerun and the number of transcripts that were selected at 5% FDR adjustment were re-counted. c-d) Permutation tests of sex within groups. For each group and each sex, half of the animals were selected randomly and their sex was swapped. Only the sex labels were shuffled and all other covariates remained as in the original data. For each permutation the differential analysis pipeline was rerun and the timewise summary statistics were extracted. A gene was considered sexually dimorphic if for at least one time point the z-score (absolute) difference between males and females was greater than 3. c) Counts of sexually dimorphic genes among the IHW-selected genes of the original data. d) Counts of sexually dimorphic genes among the 5% FDR selected genes within each permuted dataset. Each boxplot in (a-d) represents the differential abundance analysis results over 100 permutations of the transcriptomics data in a specific tissue. Center line represents median; box bounds represent 25th and 75th percentiles; whiskers represent minimum and maximum excluding outliers; open circles represent outliers. Added points represent the results of the true data labels, and their shape corresponds to the empirical p-value ( ● : p > 0.05; ×: 0.01 < p < 0.05; *: p ≤ 0.01).

Extended Data Fig. 4 Correlations between proteins and transcripts throughout endurance training.

a) Number of tissues in which each gene, including features mapped to genes from all omes, is training-regulated. Only differential features from the subset of tissues with deep molecular profiling (lung, gastrocnemius, subcutaneous white adipose, kidney, liver, and heart) and the subset of omes that were profiled in all six of these tissues (DNA methylation, chromatin accessibility, transcriptomics, global proteomics, phosphoproteomics, multiplexed immunoassays) were considered. Numbers above each bar indicate the number of genes that are differential in exactly the number of tissues indicated on the x-axis. b) Pathways significantly enriched by tissue-specific training-regulated genes represented in Fig. 2a (q-value < 0.1). KEGG and Reactome pathways were queried, and redundant pathways were removed (i.e., those with an overlap of 80% or greater with an existing pathway). c) Heatmaps showing the Pearson correlation between the TRNSCRPT and PROT timewise summary statistics (z- and t-scores, respectively) (top, gene-level) and pathway-level enrichment results (Gene Set Enrichment Analysis normalized enrichment scores) (bottom, pathway-level). d) Scatter plots of pathway GSEA NES of the TRNSCRPT and PROT datasets in the seven tissues for which these data were acquired. Pathways showing high discordance or agreement across TRNSCRPT and PROT and with functional relevance or general interest were highlighted.

Extended Data Fig. 5 Heat shock response.

a) Scatter plots of the protein t-scores (PROT) versus the transcript z-scores (TRNSCRPT) by gene at 8 weeks of training (8 W) relative to sedentary controls. Data are shown for the seven tissues for which both proteomics and transcriptomics was acquired. Red points indicate genes associated with the heat shock response, and the labeled points indicate those with a large differential response at the protein level. b-c) Line plots showing protein b) and transcript (c) log 2 fold-changes relative to the untrained controls for a subset of heat shock proteins with increased abundance during exercise training. Each line represents a protein in a single tissue.

Extended Data Fig. 6 Regulatory signaling pathways modulated by endurance training.

a) Heatmap of differences in TF motif enrichment in training-regulated genes across tissues. Each value reflects the average difference in motif enrichment for shared transcription factors. Tissues are clustered with complete linkage hierarchical clustering. b) (left) Filtered PTM-SEA results for the liver showing kinases and signaling pathways with increased activity. (right) Heatmap showing t-scores for phosphosites within the HGF signaling pathway. c) Hypothetical model of HGF signaling effects during exercise training. Phosphorylation of STAT3 and PXN is known to modulate cell growth and cell migration, respectively. Error bars=SEM. d) Filtered PTM-SEA results for the heart showing selected kinases with significant enrichments in at least one time point. Heatmap shows the NES as color and enrichment p-value as dot size. Kinases are grouped by kinase family and sorted by hierarchical clustering. e) (top) Log 2 fold-change of GJA1 and CDH2 protein abundance in the heart. No significant response to exercise training was observed for these proteins (F-test; q-value > 0.05). (bottom) Log 2 fold-changes for selected Src kinase phosphosite targets, GJA1 pY265 and CDH2 pY820, in the heart. These phosphosites show a significant response to exercise training (F-test, 5% FDR). Error bars=SEM. f) Gene Set Enrichment Analysis (GSEA) results from the heart global proteome dataset using the matrisome gene set database. Heatmap shows NES as color and enrichment p-value as dot size. Rows are clustered using hierarchical clustering. g) Log 2 fold-change for basement membrane proteins in heart. Proteins showing a significant response to exercise training are highlighted in orange (F-test; 5% FDR). Error bars=SEM. h) Log 2 protein fold-change of NTN1 protein abundance in heart. A significant response to exercise training was observed for these proteins (F-test; 5% FDR). Error bars=SEM.

Extended Data Fig. 7 Graphical representation of differential results.

a) Number of training-regulated features assigned to groups of graphical states across tissues and time. Red points indicate features that are up-regulated in at least one sex (e.g., only in males: F0_M1; only in females: F1_M0; in both sexes: F1_M1), and blue points indicate features down-regulated in at least one sex (only in males: F0_M-1; only in females: F-1_M0; in both sexes: F-1_M-1). Green points indicate features that are up-regulated in males and down-regulated in females or vice versa (F-1_M1 and F1_M-1, respectively). Point size is proportional to the number of features. Point opacity is proportional to the within-tissue fraction of features represented by that point. Features can be represented in multiple points. The number of omes profiled in each tissue is provided in parentheses next to the tissue abbreviation. b) A schematic example of the graphical representation of the differential analysis results. Top: the z-scores of four features. A positive score corresponds to up-regulation (red), and a negative score corresponds to down regulation (blue). Bottom: the assignment of features to node sets and full path sets (edge sets are not shown for conciseness but can be easily inferred from the full paths). Node labels follow the [time]_F[x]_M[y] format where [time] shows the animal sacrifice week and can take one of (1w, 2w, 4w, or 8w), and [x] and [y] are one of (−1,0,1), corresponding to down-regulation, no effect, and up-regulation, respectively. c) Graphical representation of the feature sets. Columns are training time points, and rows are the differential abundance states. Node and edge sizes are proportional to the number of features that are assigned to each set.

Extended Data Fig. 8 Key pathway enrichments per tissue.

Key pathway enrichments for features that are up-regulated in both sexes at 8 weeks of training in each tissue. For display purposes, enrichment q-values were floored to 1e-10 (Enrichment FDR (−log10) = 10). Bars are colored by the number of omes for which the pathway was significantly enriched (q-value < 0.01) (lighter gray: 1 ome; darker gray: 2 omes; black: 3 omes). Pathways were selected from Supplementary Table 10 .

Extended Data Fig. 9 Associations with signatures of human health and complex traits.

a) Jaccard coefficients between gene sets identified by different omes in 8-week gastrocnemius up-regulated features (“X” marks overlap p > 0.05). b) Network connectivity p-values (Pathways, Biogrid, and string) among the gastrocnemius week-8 multi-omic genes and with the single-omic genes. c) Proportion of features from each ome represented in the gastrocnemius response clusters, identified by the network clustering analysis. d-g) Overlap between our rat vastus lateralis differential expression results and the meta-analysis of human long-term exercise studies by Amar et al. d-e) Spearman correlation (d) and its significance (e) between the meta-analysis fold-changes and the log 2 fold-changes foreach sex and time point. f) GSEA results. Genes were ranked by meta-analysis (−log 10 p-value*log 2 fold-change) and the rat training-differential, sex-consistent gene sets were tested for enrichment at the bottom of the ranking (negative scores) or the top (positive scores). g) Overlap between the rat gene sets from (f) and the high-heterogeneity human meta-analysis genes (I 2  > 75%). h) -log 10 overlap p-values (Fisher’s exact test), comparing rat female gastrocnemius and vastus lateralis week-8 differential transcripts from this study (p < 0.01) and the differential genes from the rat female soleus data of Bye et al. (p < 0.01). HCR: high capacity runners, LCR: low capacity runners. i) A comparison of rat gastrocnemius differential proteins from this study (p < 0.01) and the human endurance training proteomics results of Hostrup et al. (p < 0.01) using Fisher’s exact test. Left: -log 10 overlap p-values. Right: -log 10 sex concordance p-values. j) Statistics of the overlapping proteins from ( i ), week-8 female comparison (y: rat z-scores, x: human t-scores). k) DOSE disease enrichment results of the white adipose, kidney, and liver gene sets. DOSE was applied only on diseases that are relevant for each tissue. The network shows the results for the sex-consistent down-regulated features at week-8.

Extended Data Fig. 10 Characterization of the extent of sex difference in the endurance training response.

The extent of sex differences in the training response were characterized in two ways: first, by correlating log 2 fold-changes between males and females for each training-differential feature; second, by calculating the difference between the area under the log 2 fold-change curve for each training-differential feature, including a (0,0) point (Δ AUC , males - females). The first approach characterizes differences in direction of effect while the second approach characterizes differences in magnitude. Left plot for each tissue: density line plots of correlations from the first approach. Densities or correlations corresponding to features in each ome are plotted separately, with a label that provides the ome and the number of differential features represented. Right plot for each tissue: 2D density plot of Δ AUC against the correlation between the male and female log 2 fold-changes for each training-differential feature used to simultaneously evaluate sex differences in the direction and magnitude of the training response. Points at the top-center of these 2D density plots represent features with high similarity between males and females in terms of both direction and magnitude; features on the right and left sides of the plots represent features with greater magnitudes of response in males and females, respectively.

Extended Data Fig. 11 Sex differences in the endurance training response.

a) Heatmap of the training response of immunoassay analytes across tissues. Gray indicates no data. Bars indicate the number of training-regulated analytes in each tissue (top) and the number of tissues in which the analyte is training-regulated (right, 5% FDR). b) Training-differential cytokines across tissues. 5, 24, and 9 cytokines were annotated as anti-, pro-, and pro/anti- inflammatory, respectively. Bars indicate the number of annotated cytokines in each category that are differential (5% FDR). c) Counts of early vs. (1- or 2-week) vs. late (4- or 8-week) differential cytokines, according to states assigned by the graphical analysis, including all tissues. Cytokines with both early and late responses in the same tissue were excluded. d) Line plots of standardized abundances of training-differential features that follow the largest graphical path in the adrenal gland (i.e., 1w_F-1_M1 − >2w_F-1_M0 − >4w_F-1_M0 − >8w_F-1_M0 according to our graphical analysis notation). The black line represents the average value across all features. The closer a colored line is to this average, the darker it is (distance calculated using sum of squares). e) Line plots of transcript-level log 2 fold-changes corresponding to six transcription factors (TFs) whose motifs are significantly enriched by transcripts in (d) . TF motif enrichment q-values are provided in the legend (error bars = SEM). f) Male versus female NES from PTM-SEA in the lung. Anticorrelated points corresponding to PRKACA NES are in dark red. g) Line plots of standardized abundances of training-differential phosphosites that follow the largest graphical edges of phosphosites in the lung (1w_F1_M-1 − >2w_F1_M-1 − >4w_F0_M-1). h) Top ten kinases with the greatest over-representation of substrates (proteins) corresponding to training-differential phosphosites in (g) . MeanRank scores by library are shown, as reported by KEA3. i) Line plots showing phosphosite-level log 2 fold-changes of PRKACA phosphosite substrates identified in the lung as differential with disparate sex responses (error bars = SEM).

Extended Data Fig. 12 Assessment of immune responses to endurance training.

a) Heatmap of the number and percent of KEGG and Reactome immune pathways significantly enriched by training-regulated features at 8 weeks. b) Line plots of standardized abundances of training-differential proteins in white adipose tissue up-regulated only in males at 8 weeks. Black line shows average across all features. c) Boxplots of the sample-level Pearson correlation between markers of immune cell types, lymphatic tissue, or cell proliferation and the average value of features in (b) at the protein level. Center line represents median; box bounds represent 25th and 75th percentiles; whiskers represent minimum and maximum excluding outliers; filled dots represent outliers. A pink point indicates that the marker is also one of the differential features plotted in (b) . # indicates when the distribution of Pearson correlations for a set of at least two markers is significantly different from 0 (two-sided one-sample t-test, 5% BY FDR). When only one marker is used to define a category on the y-axis, the gene name is provided in parentheses. d) Trajectories of mean absolute signal of various immune cell types in BAT or WAT-SC following deconvolution of bulk RNA-Seq with CIBERSORTx (error bars = SEM). e) Immune cell type enrichment analysis results of training-differentially expressed transcripts. Points represent significant enrichments (5% FDR, one-sided Mann-Whitney U test). f) Line plots showing the log 2 fold-changes for Cxcr3 and Il1a transcripts in the small intestine (error bars = SEM).

Extended Data Fig. 13 Metabolic effects of endurance training.

a) Significant enrichments for relevant categories of KEGG metabolism pathways from features that are up- or down- regulated in both sexes at 8 weeks (8w_F1_M1 and 8w_F-1_M-1 nodes, respectively). Triangles point in the direction of the response (up or down). Points are colored by ome. b) Log 2 fold-change of metabolites regulated across many tissues (F-Test, 5% FDR, error bars=SEM). c) Log 2 fold-change of training-regulated metabolites: 1-methylhistidine in the kidney, cortisol in the kidney, and 1-methylnicotinamide in the liver (F-Test, 5% FDR, error bars = SEM). d) Volcano plots showing abundance changes (log 2 fold-changes; logFC) and significance (-log 10 nominal p-values) for acyl-carnitines. Features are colored based on the carnitine chain length. e) Protein abundance changes in the glycolysis and gluconeogenesis pathway in the heart tissue after 8 weeks of training. Line plots show the log 2 fold-changes over the training time course (error bars = SEM). Red and blue boxes indicate a statistically significant (F-test, 5% FDR) increase and decrease in abundance, respectively, for both males and females at 8 weeks.

Extended Data Fig. 14 Mitochondria and peroxisome adaptations to endurance training.

a) Boxplots showing the percent of mitochondrial genome reads across samples in each tissue that map to the mitochondrial genome (% MT reads). b) Comparison of % MT reads between untrained controls and animals trained for 8 weeks. Plot shows tissues with a statistically significant change after 8 weeks in at least one sex (red asterisk, two-sided Dunnett’s test, 10% FDR). For boxplots in (b,c) : center line represents median; box bounds represent 25th and 75th percentiles; whiskers represent minimum and maximum excluding outliers; filled dots represent outliers. c) Boxplots showing the percent of mitochondrial genome reads across tissue, sex, and time points. Center line represents median; box bounds represent 25th and 75th percentiles; whiskers represent minimum and maximum excluding outliers; open circles represent outliers. Red asterisks indicate a significant change throughout the training time course (F-test, 5% FDR). Center line represents median; box bounds represent 25th and 75th percentiles; whiskers represent minimum and maximum excluding outliers; blue dots represent outliers. d) GSEA using the MitoCarta MitoPathways gene set database and transcriptome (TRNSCRPT) or phosphoproteome (PHOSPHO) differential analysis results. NES are shown for significant pathways (10% FDR) for all tissues, sexes, and time points within the heatmap. Mitochondria pathways (rows) are grouped using the parental group in the MitoPathways hierarchy. e) Protein abundance and protein acetylation level changes in the peroxisome KEGG pathway in the liver tissue after 8 weeks of training. Red boxes indicate an increase in abundance for both males and females, while red circles indicate an increase in at least one acetylsite within the protein (8w_F1_M1 cluster).

Supplementary information

Supplementary information.

Supplementary Methods, Tables, discussion, author contributions and references.

Reporting Summary

Supplementary tables.

Supplementary Tables 1–27. See ‘README’ tab for details.

Peer Review File

Rights and permissions.

Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ .

Reprints and permissions

About this article

Cite this article.

MoTrPAC Study Group., Lead Analysts. & MoTrPAC Study Group. Temporal dynamics of the multi-omic response to endurance exercise training. Nature 629 , 174–183 (2024). https://doi.org/10.1038/s41586-023-06877-w

Download citation

Received : 21 September 2022

Accepted : 16 November 2023

Published : 01 May 2024

Issue Date : 02 May 2024

DOI : https://doi.org/10.1038/s41586-023-06877-w

Share this article

Anyone you share the following link with will be able to read this content:

Sorry, a shareable link is not currently available for this article.

Provided by the Springer Nature SharedIt content-sharing initiative

By submitting a comment you agree to abide by our Terms and Community Guidelines . If you find something abusive or that does not comply with our terms or guidelines please flag it as inappropriate.

Quick links

• Explore articles by subject
• Guide to authors
• Editorial policies

Sign up for the Nature Briefing: Translational Research newsletter — top stories in biotechnology, drug discovery and pharma.

Main Navigation

• Contact NeurIPS
• Code of Ethics
• Code of Conduct
• Create Profile
• Journal To Conference Track
• Diversity & Inclusion
• Proceedings
• Future Meetings
• Exhibitor Information
• Privacy Policy

NeurIPS 2024

Conference Dates: (In person) 9 December - 15 December, 2024

Homepage: https://neurips.cc/Conferences/2024/

Call For Papers 

Author notification: Sep 25, 2024

Camera-ready, poster, and video submission: Oct 30, 2024 AOE

Submit at: https://openreview.net/group?id=NeurIPS.cc/2024/Conference  

The site will start accepting submissions on Apr 22, 2024 

Subscribe to these and other dates on the 2024 dates page .

The Thirty-Eighth Annual Conference on Neural Information Processing Systems (NeurIPS 2024) is an interdisciplinary conference that brings together researchers in machine learning, neuroscience, statistics, optimization, computer vision, natural language processing, life sciences, natural sciences, social sciences, and other adjacent fields. We invite submissions presenting new and original research on topics including but not limited to the following:

• Applications (e.g., vision, language, speech and audio, Creative AI)
• Deep learning (e.g., architectures, generative models, optimization for deep networks, foundation models, LLMs)
• Evaluation (e.g., methodology, meta studies, replicability and validity, human-in-the-loop)
• General machine learning (supervised, unsupervised, online, active, etc.)
• Infrastructure (e.g., libraries, improved implementation and scalability, distributed solutions)
• Machine learning for sciences (e.g. climate, health, life sciences, physics, social sciences)
• Neuroscience and cognitive science (e.g., neural coding, brain-computer interfaces)
• Optimization (e.g., convex and non-convex, stochastic, robust)
• Probabilistic methods (e.g., variational inference, causal inference, Gaussian processes)
• Reinforcement learning (e.g., decision and control, planning, hierarchical RL, robotics)
• Social and economic aspects of machine learning (e.g., fairness, interpretability, human-AI interaction, privacy, safety, strategic behavior)
• Theory (e.g., control theory, learning theory, algorithmic game theory)

Machine learning is a rapidly evolving field, and so we welcome interdisciplinary submissions that do not fit neatly into existing categories.

Authors are asked to confirm that their submissions accord with the NeurIPS code of conduct .

Formatting instructions:   All submissions must be in PDF format, and in a single PDF file include, in this order:

• The submitted paper
• Technical appendices that support the paper with additional proofs, derivations, or results 
• The NeurIPS paper checklist  

Other supplementary materials such as data and code can be uploaded as a ZIP file

The main text of a submitted paper is limited to nine content pages , including all figures and tables. Additional pages containing references don’t count as content pages. If your submission is accepted, you will be allowed an additional content page for the camera-ready version.

The main text and references may be followed by technical appendices, for which there is no page limit.

The maximum file size for a full submission, which includes technical appendices, is 50MB.

Authors are encouraged to submit a separate ZIP file that contains further supplementary material like data or source code, when applicable.

You must format your submission using the NeurIPS 2024 LaTeX style file which includes a “preprint” option for non-anonymous preprints posted online. Submissions that violate the NeurIPS style (e.g., by decreasing margins or font sizes) or page limits may be rejected without further review. Papers may be rejected without consideration of their merits if they fail to meet the submission requirements, as described in this document. 

Paper checklist: In order to improve the rigor and transparency of research submitted to and published at NeurIPS, authors are required to complete a paper checklist . The paper checklist is intended to help authors reflect on a wide variety of issues relating to responsible machine learning research, including reproducibility, transparency, research ethics, and societal impact. The checklist forms part of the paper submission, but does not count towards the page limit.

Supplementary material: While all technical appendices should be included as part of the main paper submission PDF, authors may submit up to 100MB of supplementary material, such as data, or source code in a ZIP format. Supplementary material should be material created by the authors that directly supports the submission content. Like submissions, supplementary material must be anonymized. Looking at supplementary material is at the discretion of the reviewers.

We encourage authors to upload their code and data as part of their supplementary material in order to help reviewers assess the quality of the work. Check the policy as well as code submission guidelines and templates for further details.

Use of Large Language Models (LLMs): We welcome authors to use any tool that is suitable for preparing high-quality papers and research. However, we ask authors to keep in mind two important criteria. First, we expect papers to fully describe their methodology, and any tool that is important to that methodology, including the use of LLMs, should be described also. For example, authors should mention tools (including LLMs) that were used for data processing or filtering, visualization, facilitating or running experiments, and proving theorems. It may also be advisable to describe the use of LLMs in implementing the method (if this corresponds to an important, original, or non-standard component of the approach). Second, authors are responsible for the entire content of the paper, including all text and figures, so while authors are welcome to use any tool they wish for writing the paper, they must ensure that all text is correct and original.

Double-blind reviewing:   All submissions must be anonymized and may not contain any identifying information that may violate the double-blind reviewing policy.  This policy applies to any supplementary or linked material as well, including code.  If you are including links to any external material, it is your responsibility to guarantee anonymous browsing.  Please do not include acknowledgements at submission time. If you need to cite one of your own papers, you should do so with adequate anonymization to preserve double-blind reviewing.  For instance, write “In the previous work of Smith et al. [1]…” rather than “In our previous work [1]...”). If you need to cite one of your own papers that is in submission to NeurIPS and not available as a non-anonymous preprint, then include a copy of the cited anonymized submission in the supplementary material and write “Anonymous et al. [1] concurrently show...”). Any papers found to be violating this policy will be rejected.

OpenReview: We are using OpenReview to manage submissions. The reviews and author responses will not be public initially (but may be made public later, see below). As in previous years, submissions under review will be visible only to their assigned program committee. We will not be soliciting comments from the general public during the reviewing process. Anyone who plans to submit a paper as an author or a co-author will need to create (or update) their OpenReview profile by the full paper submission deadline. Your OpenReview profile can be edited by logging in and clicking on your name in https://openreview.net/ . This takes you to a URL "https://openreview.net/profile?id=~[Firstname]_[Lastname][n]" where the last part is your profile name, e.g., ~Wei_Zhang1. The OpenReview profiles must be up to date, with all publications by the authors, and their current affiliations. The easiest way to import publications is through DBLP but it is not required, see FAQ . Submissions without updated OpenReview profiles will be desk rejected. The information entered in the profile is critical for ensuring that conflicts of interest and reviewer matching are handled properly. Because of the rapid growth of NeurIPS, we request that all authors help with reviewing papers, if asked to do so. We need everyone’s help in maintaining the high scientific quality of NeurIPS.  

Please be aware that OpenReview has a moderation policy for newly created profiles: New profiles created without an institutional email will go through a moderation process that can take up to two weeks. New profiles created with an institutional email will be activated automatically.

Venue home page: https://openreview.net/group?id=NeurIPS.cc/2024/Conference

If you have any questions, please refer to the FAQ: https://openreview.net/faq

Ethics review: Reviewers and ACs may flag submissions for ethics review . Flagged submissions will be sent to an ethics review committee for comments. Comments from ethics reviewers will be considered by the primary reviewers and AC as part of their deliberation. They will also be visible to authors, who will have an opportunity to respond.  Ethics reviewers do not have the authority to reject papers, but in extreme cases papers may be rejected by the program chairs on ethical grounds, regardless of scientific quality or contribution.  

Preprints: The existence of non-anonymous preprints (on arXiv or other online repositories, personal websites, social media) will not result in rejection. If you choose to use the NeurIPS style for the preprint version, you must use the “preprint” option rather than the “final” option. Reviewers will be instructed not to actively look for such preprints, but encountering them will not constitute a conflict of interest. Authors may submit anonymized work to NeurIPS that is already available as a preprint (e.g., on arXiv) without citing it. Note that public versions of the submission should not say "Under review at NeurIPS" or similar.

Dual submissions: Submissions that are substantially similar to papers that the authors have previously published or submitted in parallel to other peer-reviewed venues with proceedings or journals may not be submitted to NeurIPS. Papers previously presented at workshops are permitted, so long as they did not appear in a conference proceedings (e.g., CVPRW proceedings), a journal or a book.  NeurIPS coordinates with other conferences to identify dual submissions.  The NeurIPS policy on dual submissions applies for the entire duration of the reviewing process.  Slicing contributions too thinly is discouraged.  The reviewing process will treat any other submission by an overlapping set of authors as prior work. If publishing one would render the other too incremental, both may be rejected.

Anti-collusion: NeurIPS does not tolerate any collusion whereby authors secretly cooperate with reviewers, ACs or SACs to obtain favorable reviews. 

Author responses:   Authors will have one week to view and respond to initial reviews. Author responses may not contain any identifying information that may violate the double-blind reviewing policy. Authors may not submit revisions of their paper or supplemental material, but may post their responses as a discussion in OpenReview. This is to reduce the burden on authors to have to revise their paper in a rush during the short rebuttal period.

After the initial response period, authors will be able to respond to any further reviewer/AC questions and comments by posting on the submission’s forum page. The program chairs reserve the right to solicit additional reviews after the initial author response period.  These reviews will become visible to the authors as they are added to OpenReview, and authors will have a chance to respond to them.

After the notification deadline, accepted and opted-in rejected papers will be made public and open for non-anonymous public commenting. Their anonymous reviews, meta-reviews, author responses and reviewer responses will also be made public. Authors of rejected papers will have two weeks after the notification deadline to opt in to make their deanonymized rejected papers public in OpenReview.  These papers are not counted as NeurIPS publications and will be shown as rejected in OpenReview.

Publication of accepted submissions:   Reviews, meta-reviews, and any discussion with the authors will be made public for accepted papers (but reviewer, area chair, and senior area chair identities will remain anonymous). Camera-ready papers will be due in advance of the conference. All camera-ready papers must include a funding disclosure . We strongly encourage accompanying code and data to be submitted with accepted papers when appropriate, as per the code submission policy . Authors will be allowed to make minor changes for a short period of time after the conference.

Contemporaneous Work: For the purpose of the reviewing process, papers that appeared online within two months of a submission will generally be considered "contemporaneous" in the sense that the submission will not be rejected on the basis of the comparison to contemporaneous work. Authors are still expected to cite and discuss contemporaneous work and perform empirical comparisons to the degree feasible. Any paper that influenced the submission is considered prior work and must be cited and discussed as such. Submissions that are very similar to contemporaneous work will undergo additional scrutiny to prevent cases of plagiarism and missing credit to prior work.

Plagiarism is prohibited by the NeurIPS Code of Conduct .

Other Tracks: Similarly to earlier years, we will host multiple tracks, such as datasets, competitions, tutorials as well as workshops, in addition to the main track for which this call for papers is intended. See the conference homepage for updates and calls for participation in these tracks. 

Experiments: As in past years, the program chairs will be measuring the quality and effectiveness of the review process via randomized controlled experiments. All experiments are independently reviewed and approved by an Institutional Review Board (IRB).

Financial Aid: Each paper may designate up to one (1) NeurIPS.cc account email address of a corresponding student author who confirms that they would need the support to attend the conference, and agrees to volunteer if they get selected. To be considered for Financial the student will also need to fill out the Financial Aid application when it becomes available.

• Share full article

Advertisement

Supported by

8 Daily Newspapers Sue OpenAI and Microsoft Over A.I.

The suit, which accuses the tech companies of copyright infringement, adds to the fight over the online data used to power artificial intelligence.

By Katie Robertson

Eight daily newspapers owned by Alden Global Capital sued OpenAI and Microsoft on Tuesday, accusing the tech companies of illegally using news articles to power their A.I. chatbots.

The publications — The New York Daily News, The Chicago Tribune, The Orlando Sentinel, The Sun Sentinel of Florida, The San Jose Mercury News, The Denver Post, The Orange County Register and The St. Paul Pioneer Press — filed the complaint in federal court in the U.S. Southern District of New York. All are owned by MediaNews Group or Tribune Publishing, subsidiaries of Alden, the country’s second-largest newspaper operator.

In the complaint, the publications accuse OpenAI and Microsoft of using millions of copyrighted articles without permission to train and feed their generative A.I. products, including ChatGPT and Microsoft Copilot. The lawsuit does not demand specific monetary damages, but it asks for a jury trial and said the publishers were owed compensation from the use of the content.

The complaint said the chatbots regularly surfaced the entire text of articles behind subscription paywalls for users and often did not prominently link back to the source. This, it said, reduced the need for readers to pay subscriptions to support local newspapers and deprived the publishers of revenue both from subscriptions and from licensing their content elsewhere.

“We’ve spent billions of dollars gathering information and reporting news at our publications, and we can’t allow OpenAI and Microsoft to expand the Big Tech playbook of stealing our work to build their own businesses at our expense,” Frank Pine, the executive editor overseeing Alden’s newspapers, said in a statement.

An OpenAI spokeswoman said in a statement that the company was “not previously aware” of Alden’s concerns but was engaged in partnerships and conversations with many news organizations to explore opportunities.

“Along with our news partners, we see immense potential for A.I. tools like ChatGPT to deepen publishers’ relationships with readers and enhance the news experience,” she said.

A Microsoft spokesman declined to comment.

The lawsuit adds to a fight over the use of data to power generative A.I. Online information, including articles, Wikipedia posts and other data, has increasingly become the lifeblood of the booming industry. A recent investigation by The New York Times found that numerous tech companies, in their push to keep pace, had ignored policies and debated skirting copyright law in an effort to obtain as much data as possible to train chatbots.

Publishers have paid attention to the use of their content. In December, The Times sued OpenAI and Microsoft, accusing them of using copyrighted articles to train chatbots that then competed with the paper as a source of news and information. Microsoft has sought to have parts of that lawsuit dismissed . It also argued that The Times had not shown actual harm and that the large language models that drive chatbots had not replaced the market for news articles. OpenAI has filed a similar argument.

Other publications have sought to make deals with the tech companies for compensation. The Financial Times, which is owned by the Japanese company Nikkei, said on Monday that it had reached a deal with OpenAI to allow it to use Financial Times content to train its AI chatbots. The Financial Times did not disclose the terms of the deal.

OpenAI has also struck agreements with Axel Springer, the German publishing giant that owns Business Insider and Politico; The Associated Press ; and Le Monde, the French news outlet.

The lawsuit from the Alden newspapers, filed by the law firm Rothwell, Figg, Ernst & Manbeck, accuses OpenAI and Microsoft of copyright infringement, unfair competition by misappropriation and trademark dilution. The newspapers say the chatbots falsely credited the publications for inaccurate or misleading reporting, “tarnishing the newspapers’ reputations and spreading dangerous information.”

One example included ChatGPT’s response to a query about which infant lounger The Chicago Tribune recommended. ChatGPT, according to the complaint, responded that The Tribune recommended the Boppy Newborn Lounger, a product that was recalled after it was linked to infant deaths and that the newspaper had never recommended.

In a separate incident, an A.I. chatbot claimed that The Denver Post had published research indicating that smoking could potentially cure asthma, a complete fabrication, the complaint said.

“This issue is not just a business problem for a handful of newspapers or the newspaper industry at large,” the lawsuit said. “It is a critical issue for civic life in America.”

Katie Robertson covers the media industry for The Times. Email:  [email protected]   More about Katie Robertson

More From Forbes

Sam altman answers the burning questions about ai: bias, privacy, etc..

• Share to Facebook
• Share to Twitter
• Share to Linkedin

Sam Altman speaking at MIT

At Cambridge, Sam Altman answered questions from Sally Kornbluth, MIT president and cell biologist.

Her first question was: “what is your PDoom?” In other words, what are the odds that AI will eliminate all human life?

Responding, Altman criticized the construct of having people rate their doomsday predictions from one to 100.

“Whether you think it’s 2, or 10, or 90, it’s not zero,” he said, also pointing out that developing a PDoom assumes a static system.

“Society always holds space for doomsayers,” he said, expressing his approval for that tolerance, but also suggesting that instead of rating our potential for doom, we should be asking key questions that might help us to avoid an AI disaster.

“What needs to happen to navigate safely?” he said. “Take it in, confront it, take it seriously.”

As for ChatGPT, he said, the model will be better in time.

“We have a ton of work in front of us,” he said.

Contrasting his earlier notions of a sort of mythical AI creature with superintelligence that “rains money” on people, he talked about now how the tech revolution is showing itself as a fundamental trend.

Apple iPhone 16 New Design And Performance Upgrades Revealed In Leak

Sony is making a truly terrible mistake with helldivers 2, apple confirms widespread iphone changes coming to millions of ipads.

We have a new tool in the tech tree of humanity, and people are using it to create many things,” he said. “I think it will continue to get way more capable, and it's just going to integrate into society in an important and transformative way.”

Contrasting AI to human cognition, he noted that the combination will be, in the end, capable of a lot.

“If we make something that is as smart as all of super-smart students here, that's a great accomplishment in some sense,” he said. “There are already a lot of smart people in the world.”

As for predictions about the effects later on, as AI helps us to reinvent our environment, Altman was hopeful.

“Quality of life goes up,” he said, “the economy cycles a little bit faster.”

In answer to another question from Kornbluth, Altman also addressed bias, saying we've made surprisingly good progress in dealing with its influence.

“For as much as people like to talk about this and say ‘oh, we can use these things because they're just spewing toxic waste all the time,’” he said, “GPT works well (in some ways) …and… who decides what bias means? How do we decide what the system is supposed to do?”

Then he mentioned an important trade-off: where do you put the hard limits for AI use?

“I think it's important to give people a lot of control,” he said. “That said, there are some things that a system just shouldn't do .”

Kornbluth asked him how to navigate between privacy and the need for shared data.

In response, Altman predicted that the future involves personalized AI with “a full recording of your life.”

“You can imagine that will be a super helpful thing to have,” he said. “You can also imagine the privacy concerns that it would present. … If we stick on that, how are we going to navigate the privacy versus utility versus safety trade-off, or security trade-offs that come with that?”

President of MIT Sally Kornbluth interviewing CEO of Open AI, Sam Altman

He mused that AI might, for example, testify against you or get subpoenaed by a court.

“That will be a new thing for society to navigate,” he said. “We already have (some of this privacy issue) with services we all use: AI makes it higher stakes, higher trade-offs.”

That’s the first part of Altman’s talk. We’ll cover the rest in future articles.

• Editorial Standards
• Reprints & Permissions

Dan Schneider Sues ‘Quiet on Set’ Producers for Defamation, Calls Nickelodeon Abuse Docuseries a ‘Hit Job’

By Ethan Shanfeld

Ethan Shanfeld

• Anitta Reflects on Dreaming Big in Brazil and Breaking the ‘Rules’ of Being a Woman: ‘I Wanted to Shake My Ass. I Wanted to Be Free’ 4 days ago
• Dan Schneider Sues ‘Quiet on Set’ Producers for Defamation, Calls Nickelodeon Abuse Docuseries a ‘Hit Job’ 5 days ago
• Death Threats, Divorce and Plastic Surgery: Gypsy Rose Blanchard Says ‘I Am in a Different Form of Prison’ in Lifetime Series Trailer 5 days ago

Dan Schneider has filed a defamation lawsuit against the producers of the Investigation Discovery docuseries “ Quiet on Set: The Dark Side of Kids TV ,” which uncovered alleged abuse and misconduct at Nickelodeon and became Max’s biggest streaming title ever .

Popular on Variety

Schneider himself said in a video posted after the launch of “Quiet on Set,” “Watching over the past two nights was very difficult. Facing my past behaviors, some of which are embarrassing and that I regret. I definitely owe some people a pretty strong apology.”

In a separate statement sent to Variety alongside the legal complaint, Schneider wrote: “Recently the docuseries ‘Quiet on Set’ highlighted mistakes I made and poor judgment I exhibited during my time at Nickelodeon, most of which happened decades ago during my early career as a producer, working on shows for Tollin/Robbins Productions. There is no doubt that I was sometimes a bad leader. I am sincerely apologetic and regretful for that behavior, and I will continue to take accountability for it. However, after seeing ‘Quiet on Set’ and its trailer, and the reactions to them, I sadly have no choice but to take legal action against the people behind it. In their successful attempt to mislead viewers and increase ratings, they went beyond reporting the truth and falsely implied that I was involved in or facilitated horrific crimes for which actual child predators have been prosecuted and convicted.”

Schneider continued: “I have no objection to anyone highlighting my failures as a boss, but it is wrong to mislead millions of people to the false conclusion that I was in any way involved in heinous acts like those committed by child predators. I owe it to myself, my family, and the many wonderful people involved in making these shows to set the record straight.”

Variety has reached out to ID for comment.

In addition to Dan Schneider, “Quiet on Set” also investigates other people working at Nickelodeon at the time, including dialogue and acting coach Brian Peck. Interviewed in “Quiet on Set” is “Drake & Josh” star Drake Bell, who alleges he was a victim of Peck’s sexual abuse. In 2003, Peck, 43 at the time, was arrested on 11 charges  — including sodomy, lewd act upon a child 14 or 15 by a person 10 years older, and oral copulation by anesthesia or controlled substance — but the victim was not previously named.

“Quiet on Set” also mentions Jason Michael Handy, a production assistant who was arrested and charged with a lewd act with a child under 14. The mother of a former child actor who appeared on “The Amanda Show” claimed on “Quiet on Set” that Handy sent her daughter a photograph of him naked, masturbating. Another Nickelodeon staffer, animator Ezel Channel, was sentenced to more than seven years in prison for committing lewd acts on a 14-year-old boy and showing him pornography.

More From Our Brands

Alex lifeson and geddy lee are playing rush songs again — for their ears only, inside a $65 million beachfront retreat in the bahamas with two guest cottages, snoop dogg and dr. dre’s spirits brand to sponsor arizona bowl, be tough on dirt but gentle on your body with the best soaps for sensitive skin, bridgerton’s nicola coughlan and luke newton preview season 3: penelope feeling desirable, colin’s role swap, verify it's you, please log in.

Research on the Oscillation Reduction Control During Mode Transition in Hybrid Electric Vehicles

2024-01-2720.