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Cleveland
Heights High School Library
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Cleveland
Heights High School Library
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Directions: Students enrolling in Advanced Placement English Language and Composition for the 2008-2009 school year
| A. | All Students must read both of the following titles | ||||
| Title | Author | ||||
| Pilgrim at Tinker Creek | Dillard, Annie | ||||
| Up From Slavery | Washington, Booker T. | ||||
| B. | Assignment:
Reading Journal (from "The Journal Conference: From Dialectic to Dialogue"
by Gary Lindberg) (click this link for a Microsoft Word copy of the assignment). |
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| Purchase a new, single subject, spiral bound, college ruled notebook | |||||
| Take all notes only on the right-hand pages; leave the opposing pages blank for later. (This rule may be reversed if the student is left-handed!). This is one rigid format rule I would like all students to follow regarding the notebook. | |||||
| The right hand pages are for comments on the readings. The left-hand pages are for comments on the right-hand pages. | |||||
| What to put on the right-hand pages | |||||
| 1. | Times when your reading changes: | ||||
| you see something you didn’t see before; | |||||
| you recognize a pattern; | |||||
| the story suddenly seems to be about something different from what you thought; | |||||
| you discover that you were misreading; | |||||
| the writer introduces a new context or a new perspective. | |||||
| 2. | Times when you are surprised or puzzled: | ||||
| something just doesn't fit; | |||||
| things don't make sense (state explicitly the question or problem you have) | |||||
| 3. | Details that seem important and that make you look again. | ||||
| 4. | Ways in which the narrative makes you speculate about life | ||||
| 5. | Your first impression of the ending. | ||||
| In general | |||||
| Write in full sentences. Because no writing is designed to make the reader read straight through at a uniform speed (only machines do that!), we are allowed to stop occasionally and think about, comment on, or disagree with what the author has written. Writing in full sentences helps you to draw your thoughts out fully. | |||||
| The journal is a device to help you make more of those moments of reflection and to preserve them for later consideration. | |||||
| What to put on the facing pages (the left side) | |||||
| The right hand pages are for your direct reactions to the text. | |||||
| The left
hand pages are for something entirely different. When you finish a chapter in either of the books assigned, go back and make sense of the comments you originally wrote on the right hand pages: |
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| Is there a pattern to the changes you experienced? | |||||
| Does the ending tie the changes together? | |||||
| Why did you misread where you did? | |||||
| Then reflect on yourself as a reader: | |||||
| what do you focus on? | |||||
| What do you care most about? | |||||
| What do you disregard? | |||||
| Where do you have to strain to follow the story? | |||||
| Finally, as you make these observations on your reading experience, journal your understanding of your emerging sense of how the narrative works and what the narrative is about. | |||||
| How much and when? | |||||
| Journal (respond to) each chapter of each book. How much you respond depends upon you. I would expect a student entering in to a college level AP course to respond in a thoughtful manner. We will address your written journal entries on the first or second day of class. | |||||
| Bring the notebook with you on the first day of class, and each day thereafter. | |||||
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