JOURNAL GUIDELINES
(Adapted from Deanne Schlanger)
PURPOSE
many of the assigned texts before we explore them in class. Think about the writer’s intent and
don’t hesitate to be imaginative.
Many students have found that keeping the journal prepares them for the in-class exams and
reduces the stress of timed writing.
about the writer’s intent and techniques, you will be able to make significant contributions to the
debate.
creativity through different forms of writing.
ENTRIES
Most of your journal entries will be written before class and may follow any format you wish. A
few, however, will be composed in class and be centered on a writing prompt I provide. In-class
responses will be turned in at the end of class, cannot be made up.
Do NOT summarize the text or describe a plot. These entries will receive a D or F.
Other than the above, there are NO right or wrong responses. These entries are YOUR responses
to the text, whether it intrigues you, baffles you, or infuriates you. Try to engage the text in
whatever imaginative or thoughtful fashion you wish.
In the beginning you might find the following guidelines helpful. Make entries when…
The text seems to change:
You recognize a pattern, phrases recur, details seem associated with each other.
You thought the text was about X and now you think it’s about Y.
The writer introduces a new perspective.
You are surprised or puzzled:
Something doesn’t fit or make sense. Try to put into words what’s out of whack.
Details begin to pile up in a way that makes you take a second look.
The text speaks to a specific situation in your life, or it makes you think about your life in a new
light.
You are trying to grasp the subject:
Consider your first impressions of the argument, the thesis, or the conclusion.
What was the key issue anyway?
Did the author take a stand or two or three?
Once you’ve gotten the general hang of the journal, begin to experiment with the following
formats.
Responses can follow any format, but must be written in complete sentences. Below you’ll find
ways to vary your responses. You are required to experiment with at least 4 of the following 5
categories.
Category 1: Personal Reactions
Types:
l memory triggered by the piece
.
Category 2: Dialogues
Types:
puzzles you, or an idea that you have mixed feelings about
ideas or about why the
writer chose a particular style and genre; this dialogue could take the form of a debate or a series of
questions that you then try to answer as you think the writer would
er who discusses the same
subject
Category 3: Commentary and Analysis
Types:
the writer presents her or his ideas effective or ineffective?
how it relates to something you've read elsewhere
er professors (or a former teacher, a parent,
or a friend) would write after reading this selection
ideas;
deration of how the writer's ideas relate to issues in the news or to matters of public
policy.
Category 4: Stylistic Experiments
Types:
writing. Examples: rewrite an
academic essay as a short speech directed at a particular audience; rewrite a complex argument as a
lively editorial; rewrite an extended personal narrative as a brief objective report
cular audience that you think would be bored or offended by the
writer, rewrite a paragraph or passage in a voice the audience would be more willing to listen to; or
rewrite a dull, stuffy passage to give it more pizzazz;
ous notebook entries into another style or medium (e.g. take a
response written in prose and convey the same message through a drawing, poem, or dialogue).
Category 5: Meta responses
Types:
es that entry say to you now about
what you were like as a reader, thinker, or reader when you recorded the original entry?
responses? Do certain types of responses stand out, that is, seem more interesting, express your
thoughts more fully, or feel more forced? If you knew nothing about yourself except what you saw in
this notebook, what conclusions would you draw about yourself as a student, thinker, writer, or
person?
SUBMISSION AND FORMAT
Write a journal response to any reading on the Class Calendar followed by (J). Always bring your
journal entries to class with you. I may spot check them.
The Journal will be collected at twice during the semester (see the Class Calendar) for my review.
Place your entries in a folder.
Give each Journal entry its own page.
Your name here
Journal Activity #__ (e.g. JA#1)
Category
Date (month/day/year)
Title
Create a Table of Contents with this same format. Include a Table of Contents every time you
turn in the journal. When you submit your entries at the end of the semester, include ALL the
entries you have written throughout the semester and create one all-inclusive Table of Contents.
Place the MLA header on the Table of Contents page ONLY. It should look like this:
Your Name
Prof Faltesek
English 1301
Date
TITLE
Homeboy‖
Dumpster Diving‖
AUTHOR
Malcolm X
Eighner
Table of Contents
CATEGORY
Personal Reaction
Dialogue
TYPE
Drawing
Student and author
Write expository entries in complete sentences.
Type and double-space all entries in a 12 pt. font on 8 1/2 X 11 white paper. Each entry must be at
least one (1) page . Students who want A’s or B’s will exceed this minimum.
By the end of the semester, you must have experimented with at least 4 of the 5 major categories
(personal reaction, dialogues, commentary and analysis, stylistic experiments, and meta responses).
When you submit your entries at the end of the semester, include ALL the entries you have written
throughout the semester and create one all-inclusive Table of Contents.