Guide for Keeping a Response Journal

A reader response journal is much like a diary. Only in this journal, you will not be reflecting on that nasty teacher who keeps assigning homework or that secret love in English class, but you will be reflecting on what novel you are reading in your spare time. The same novel also needs to come to each class for silent reading. The journal will serve as a record of your thoughts and reactions, both emotional and analytical, regarding the novel. This is an opportunity to express your opinions. Whether the novel makes you upset or happy, disappointed or hopeful, or whether you simply do not understand something can be discussed in your journal. You will also have a chance to ask questions you deem important.

The first 4 journals count toward Term 2 Due Dates:

Tuesday, February 4 Wednesday, February 12 Tuesday, February 18 Wednesday, February 26

Instructions: 1. Prior to reading, choose a natural spot to stop. Begin your journal entry as soon as you finish that page. Your initial response to the literature will be more genuine. 2. Discuss anything that interests you about the material that you are reading. For example, discuss a character you despise, a scene you find particularly moving, and/or a setting that was described in extraordinary detail. 3. There is no set limit on how long the entries must be. However, keep in mind your journals constitute a major mark for the term. Think carefully about what you are writing and use excellent form. Explain your opinions, thoughts and feelings in great detail. 4. Organize your journal into two columns. Column A (text with page #) direct quotations or paraphrase the text. Column B (commentary) your analysis, opinion, feelings regarding the selection. 5. Refer to the rubric for more detailed description of what to include in column B.

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Your commentary should make use of some of the following

I think I wonder I predict I do not understand If I were the author This part reminds me of This character reminds me of It seems to me I question What impressed me was I am reminded that I know someone like This reminds me of something else I read, It was not fair when If I were the author I would have Why would

Remember, journals are your opportunity to inte ract with the text and express personal opinion. It is not necessary or useful to summarize the plot.

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Grade

Format
Includes a correctly formatted MLA bibliography atop the first page to identify the text to which the reader is responding. Includes 100% of required entries in two-column note format, with concrete details from the text recorded on lefthand side (including page numbers) and commentary (opinions, analyses, reactions, questions, connections) on the righthand side.

Originality
Includes commentary that evidences deep, critical thinking that digs below the surface- meaning of the text. Expresses unique personal interactions with the text, which indicate the development of an individual response style (not the responses one might read on Cliffnotes.com or a similar site!). Evidences reading with an astute rhetorical eye, that is, with attention to the persuasive appeals, claims, and devices the author uses.

Leve

A (90-100) Self-Directed Responder

Includes a variety of res text in several of the follo

Judges and assesse against own persona criticism, empathy, o Analyzes how the tex addresses literary ele characters, structure the language/ rhetori schemes and tropes Compares the text to same author, or deal Compares and contr current events or soc Shares relevant rese questions/connection allusions.

B (80-89) Maturing Responder

Includes a MLA bibliography atop the first page to identify the text to which the reader is responding. Includes at least 80% of required entries in twocolumn note format, with concrete details from the text recorded on left-hand side (including page numbers) and commentary (opinions, analyses, reactions, questions, connections) on the right-hand side.

Includes commentary that attempts critical thinking that digs below the surfacemeaning of the text. The responder expresses his/her personal interactions with the text, although they are similar to what others responders may share. Evidences reading with a rhetorical eye, that is, with attention to the persuasive appeals, claims, and devices the author uses.

Shows a willingness to s thoughts/questions/conn responses:

Engages with the ch them advice, or telli same circumstance agreeing/disagreein Makes sound predic text and validates o responses.

Responds to the te rhetorical work, a claims, language, though responses authors choices. Connects the char events, situations,

C (70-79) Emerging Responder

Includes a MLA bibliography atop the first page to identify the text to which the reader is responding. Includes at least 60% of required entries in twocolumn note format, with concrete details from the text recorded on left-hand side (including page numbers) and commentary (opinions, analyses, reactions,

Attempts commentary that digs below the surfacemeaning of the text. Attempts to share spontaneously, but struggles to develop original responses; shows need to response prompt format.

Attempts to read rhetorically, but offers little insight into the authors claims, appeals, or

Makes reasonable predic Shares reaction's through detached commitment or Poses many questions, e avoid confusion. Shows detached insights distance from deeper cha detached from reading rh the claims or devices of t

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D (60-69) Novice Responder

questions, connections) on the right-hand side. Responses are less fully developed than the higher levels. Omits (or bibliography has major errors) MLA bibliography atop the first page to identify the text to which the reader is responding. Includes at least half of required entries in twocolumn note format, with concrete details from the text recorded on left-hand side (including page numbers) and commentary (opinions, analyses, reactions, questions, connections) on the right-hand side. Responses are brief.

devices.

Commentary is shallow, revealing reader understands only the literal, surface-meaning of the text.

Writes a number of brief assignment, rather than s characters, and/or claims Summarizes, mostly rete with it. Indicates a sense of com indicates personal involv Expresses frustration wit response journal.

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