Weekly Reading Journal
All students in class are expected to keep a weekly writing journal in which they document their responses to the readings. Journals should be at least a half- to full-page, submitted online through the course page and/or on their portfolios at the beginning of every week. Students may use journals to ask questions as well as respond to the readings. Journals will be checked off as complete as they are due and will be considered as a part of the Portfolio grade at the end of the semester.
The purpose of this assignment is to begin the process of interpretation. Rather than dictate to you how to interpret the works we will read in this class, I want you to bring your ideas to class.
Each journal entry should engage the readings or film due on the same day as the journal. You may also incorporate other ideas, texts, films, or subjects into your journal – because it is meant to help you work your way through not only the course material, but the portfolio process, feel free to do comparisons and to discuss your portfolio ideas as well as the assigned material.
Examples of things appropriate for a journal entry:
– A close reading
– Questions about things you don’t understand
– Things you want the class to talk about
– Connections between different texts and ideas from class
– Ways in which the text relates to something from another class or from the general universe
– Ideas you have for a paper topic
– Questions about historical or biographical information surrounding the text
– Things about the text (not class) that bother or disturb you (if things about class are bothering you, send me a separate email or come and talk to me about it)
– An issue or point from discussion that you aren’t quite ready to let go (so long as you also talk about the readings/topic for that weekend)
When leading a discussion, your objectives are as follows:
- The goal of your presentation is to get people thinking and talking about the text(s) for the day.
- You may think up and present 2-3 insightful questions about the readings for the day. You may have some answers in mind or you may not – the questions should not be “who is the main character?” or similar (unless that is unclear). Do not summarize the readings for the day; you may assume that your classmates have done their homework.
- You may present a close reading from the text, choosing and reading aloud the passage(s) and suggesting a way or ways of reading the text. You may also choose a passage(s) to read and ask your classmates to do a close reading, if you like.
This assignment counts toward your final portfolio grade. If you do not attend class on the day of your presentation and do not arrange for another date ahead of time, you will receive a zero on this assignment.
You will be graded on clarity, thoughtfulness of questions, and your discussion of the text.
Feb. 1: Emily (Act II of Macbeth)
Feb. 3: Angela (Act III of Macbeth)
Feb. 8: Krystyna (Act IV of Macbeth)
Feb. 10: Julie (Act V of Macbeth)
Feb. 12: Derrick (V for Vendetta)
Feb. 17: Anna (Part II of Graphic Novel Macbeth)
Feb. 19: Sophie (End of Graphic Novel Macbeth)
Feb. 26: Alex (Act I of The Tempest)
Mar. 1: Jennifer (Act II of The Tempest)
Mar. 3: Abby (Act III & IV of The Tempest)
Mar. 5: Maggie (Act V of The Tempest)
Mar. 17: Saiya (Ch. 9-11 of Prospero’s Daughter)
Mar. 22: Haley (Ch. 12-14 of Prospero’s Daughter)
Mar. 24: Suzanne (Ch. 15-17 of Prospero’s Daughter)
Mar. 29: Leanne (Ch. 21-23 of Prospero’s Daughter)
Apr. 2: Megan (Nietzsche readings)
Apr. 7: Eli (Genetics/Eugenics readings)
Apr. 12: Yannai (Dystopia readings)