Reader’s journals and replies


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Reader’s journals and replies

  1. 1. As a result of Writing-Enhanced Courses, students will:<br />Cognition: use writing as a mode of learning as well as a method of communicating what was learned; be able to generate, organize, and communicate information and ideas fully, clearly, and cogently; exhibit critical thinking such as the ability to analyze, synthesize, evaluate, and reflect; show audience awareness….<br /><br />Reader’s journals and replies<br />
  2. 2. Reader’s Journals<br />Students will respond in writing to the assigned readings. Each student is required to post a one- to three-page response to the assigned readings in the Blackboard discussion group for each topic. Reader’s journals are due to the discussion boards in Blackboard by 9 pm on each due date. Each journal entry is worth up to fifteen points. (180 points total)<br />From the syllabus<br />
  3. 3. Reader’s Journal grades<br />Late = zero. I will refer to the timestamp on Blackboard to determine time turned in.<br />A 5-point reader’s journal or reply demonstrates that you read the prompt and at least some of the material. It may leave out some articles or chapters, or it may be a simple summary of the content; but it includes recognizable references to most of the assigned readings. Something > nothing.<br />A 10-point reader’s journal or reply includes all of the assigned readings, including each OBO chapter, and shows minimal synthesis, evaluation, analysis, or reflection that clearly relates to the prompt. “Minimal” means the journal goes beyond summary, but just barely. The reader’s immediate emotional reaction to the readings (like/don’t like; agree/disagree) would fall in this category.<br />A 15-point reader’s journal or reply includes all of the assigned readings, and shows thoughtful synthesis, evaluation, analysis, or reflection that provides a meaningful response to the prompt. “Thoughtful” means the writing offers some kind of original critical thinking about the readings.<br />From the syllabus<br />
  4. 4. So how do you do that?<br />First, find the required articles.<br />Read the required material. Take notes as you go along. OBO = Our Bodies, Ourselves.<br />Consider writing the journal prompt at the top of your note-taking paper. Jot down page numbers or quotes relevant to the prompt as you read.<br />
  5. 5. While you’re at it,<br />Take notes for your wiki entry for the week, too.<br />Write your wiki concept for the week at the top of your notes.<br />Make notes about what parts of the articles (not OBO; just articles) relate to your wiki concept for the week. <br />
  6. 6. Some of the articles are dense reading.<br />Give yourself time to read slowly and deliberately.<br />Look up unfamiliar words.<br />Re-read passages that don’t make sense to you the first time through.<br />
  7. 7. For example:<br />Week one required reading:<br /> Women and the health care system. OBO 67-81, “Complementary health practices,” 701-718, “Navigating the health care system”<br /> Wells “Our Bodies, Ourselves: Reading the written body”; Choi & Pak “Multidisciplinarity…”<br />Week one RJ prompt:<br /> Choose which statement better represents your perspective: "I am a body" or "I have a body." Refer to the required readings in Our Bodies, Ourselves (OBO) and Wells to expand on how one of these statements better describes your perspective than the other.<br />
  8. 8. So that Reader’s Journal should include:<br />A cited reference to Chapter 5 of OBO, a cited reference to Chapter 30 of OBO, and a cited reference to the Wells article;<br />An answer to the question about whether you are a body/have a body;<br />Some original critical thinking tying all that together<br />
  9. 9. Some notes on style in RJs<br />Use good college-level composition; complete sentences with standard spelling and punctuation<br />Use of the first person (I, me, us) and references to personal experience and opinion are acceptable in RJs, but be very clear about the distinction between personal knowledge and authoritative disciplinary knowledge<br />Citations don’t have to be in formal style-manual style, but need to clearly refer to the readings (for example, OBO p. 73; Wells p. 698)<br />
  10. 10. How to post RJs<br />It works best for everyone if you compose your Reader’s Journals and Replies as Word documents (save frequently!) and copy/paste them into the text box for the discussion board. <br />Click the title of the discussion forum; click the purple “Create Thread” button; type a subject line (your name works well); copy/paste text into text box; click the purple “Submit” button.<br />Last minute = bad idea. If the system is slow, your timestamp may be late. Failure to plan ahead is not grounds for an exception to course policy.<br />
  11. 11. Replies work roughly the same way.<br />Note the prompt for each topic’s reply at the top of your note-taking paper, too.<br />The prompt usually requires you to integrate an additional article into a response to a classmate’s Reader’s Journal.<br />
  12. 12. For example:<br />Week 1 reply prompt:<br />In your reply, identify a discipline as defined by Choi & Pak that might be fruitful for exploring issues of women's health given your classmate's perspective on embodiment.<br />So this reply should include an application of the Choi & Pak article’s concepts about disciplines to your classmate’s perspective on “am a body/have a body.”<br />
  13. 13. To post a Reply,<br />Compose the reply in a word processing document and save it.<br />In the discussion forum, click the subject line for the RJ you’re replying to.<br />Click the purple “Reply” button <br />Copy/paste text from word processing document to text box and click “Submit”.<br />
  14. 14. Please be courteous online.<br />Offer analysis graciously. Validate what works before critiquing what doesn’t.<br />Critique the writing, not the person.<br />Receive challenges to your own writing graciously, too. <br />
  15. 15. A brief note about defensiveness<br />The content of this course is likely to trigger discomfort from time to time. That’s okay.<br />It’s not okay to inflict your discomfort on others.<br />When you notice yourself feeling freaked out or angry, pause and be quiet. Just breathe and observe your own sensations for a while. <br />
  16. 16. Defensiveness usually means you’re about to learn something.<br />What a gift! What a treasure!<br />If it turns out some of your assumptions don’t hold up in the light of evidence or analysis, you can let go of illusions.<br />Sometimes evidence and analysis turn out to support your assumptions, which is also gratifying.<br />