Response+Journal

=**Instructions for Response Journals**=


 * 1) ======College Ruled paper======
 * 2) ======Skip Lines!======
 * 3) ======Divide paper in half "hamburger" style (top half/bottom half.)======

Be Dialectic
//Dialectic// means “the art or practice of arriving at the truth by using conversation involving question and answer.” For all of the readings in class, you will complete dialectical journals to aid in your understanding of the books as you read them and to demonstrate that understanding to your teacher. In these journals, you are essentially having a “conversation” with the text (jotting down insights, questions, ideas, and thoughts) and with yourself.

Be sure to be as specific as possible in your observations in the right column. Consider discussing any of the following when analyzing a passage:
 * Top Half**
 * Make a judgment about a character’s actions in relation to his or her era in American history
 * Comment on the author’s attitude (tone) toward aspects of American history or society
 * Apply the situation in the novel to what you know about the time period in which the story takes place
 * Analyze the author’s use of organization and how that organization serves (or does not serve) his purpose
 * Analyze why the author used the language he chose in the novel (//hint//: language is extremely important in //Huck Finn//)
 * Explain the author’s tone toward various themes or characters in the book.

On the bottom half you are going to reflect and analyze your thinking. This is not easy to do, and most of us do not like to think about our thinking. Don't panic, we will all have to practice. To start with, you will analyze your top half entry and try to explain what kind of critical thinking is going on. We will be using handouts and guides to assist. See the "Asking Questions" page and the Bloom's questions below.
 * Bottom Half**

Types of responses 1. Summary response. States the basic message of the selection in brief form. In fiction, it is the basic story line; in nonfiction, it is a simple statement of the main ideas. 2. Precise response. Briefly states the author's basic idea or theme, with all unnecessary words removed. The result is a crisp, telegram like message. 3. Attention-getting or heuristic response. Restates a snappy portion of the selection that makes the reader want to respond. It is best to use the author's own words. 4. Question response. Turns the main point of the story or information into an organizing question that the selection answers.
 * Reconstructive Responses**

5. Personal view or transactional response. Answers the question "How do your views and feelings compare with what you perceive the author to have said?" 6. Critical response. Supports, reject s, or questions the main idea, and tells why. The first sentence of this type of response should restate the author's position. The next sentence should state the writer's position. Additional sentences should explain how the two differ. 7. Contrary response. Attempts to state a logical alternative position, even if it is not one that the student necessarily supports. 8. Intention response. States and briefly explains what the responder thinks is the author's intention, plan, and purpose in writing the selection. This is a special version of the critical response that causes the reader/responder to try to think like the author or from the author's perspective. 9. Motivation response. States what may have caused the author to create or write the story or selection. This is another special version of critical responding. It is an attempt to discover the author's personal agenda and hence areas of writing or unwitting biases. 10. Discovery response. States one or more practical questions that need to be answered before the story or facts can be judged for accuracy or worth. This type of response to text is the mode of thinking that leads to more reading and research and occasionally to a reformulated position or view. 11. Creative response. Suggests different and perhaps better solutions or views and/or connections and applications to prior learning and experiences. Students usually need some guidance and/or examples to produce this type of response. Once they begin thinking in this way, the results can be remarkably constructive.
 * Constructive Responses**

Who, what, when, where, how? Describe ___. Retell__ _ in your own words. What is the main idea of ___? How is__ an example of  ___? How is__ related to  _? Why is _ significant? What are the parts or features of ? Classify _ __according to. Outline/diagram/web. How does__ compare/contrast with __? What evidence can you list for__ ___? What would you predict/infer from__ ? What ideas can you add to __? How would you create/design a new__ ? What might happen if you combine _ __with ? What solutions would you suggest for__ ? Do you agree with _? What do you think about ___? What is the most important__ ___? Prioritize. How would you decide about ? What criteria would you use to assess__ ?
 * Bloom's category Responses**
 * Knowledge: Identification and recall of information**
 * Comprehension: Organization and selection of facts and ideas**
 * Application: Use of facts, rules, principles**
 * Analysis: Separation of the whole into component parts**
 * Synthesis: Combination of ideas to form a new whole**
 * Evaluation: Development of opinions, judgments, or decisions**


 * Fill in the Blank Type Responses**

Continue ALL of following sentence stems (a) and answer the following questions (b) __Each__ response should be __a complete sentence with appropriate mechanical expertise.__ Each answer should deal with what you have learned/studied/viewed/read in this class, but you should make connections and include references to other subject areas when relevant.You need to provide examples as far as possible. A B
 * 1) From this artifact I learned.........
 * 2) What I have found difficult about what I have read/viewed/heard with this assignment is.........
 * 3) My writing and reading skills........(reflect on them and your efforts, areas of strength and weakness providing specific examples)
 * 4) My listening and speaking skills........(reflect on them and your efforts, areas of strength and weakness providing specific examples)
 * 1) Is what you are currently reading/viewing or studying challenging you in any way? In what way?
 * 2) What is puzzling you as you are reading at present? (About the author, characters, ideas etc.) What specific questions are being raised by what you are reading?
 * 3) Can you make any connections between what you are reading/viewing and everyday life, history, situations in the world, any other subject you are studying or your own life?
 * 4) Write down 3 questions you have for an author of a text you are reading/viewing/studying at present. __Explain why you have asked those questions. and what Bloom Category each question aligns.__
 * 5) What are you learning about yourself from what you are reading/viewing/studying? (Your own values, attitudes and beliefs)

=A "C" entry will be **a developed** understanding of the artifact with evidence of connections, extensions, examinations of meaning. Connections between the reader's ideas and the text itself are **explicit**. Extensions and examinations are accompanied by explicit references to the artifact in support of inferences. When possible, the response indicates **more than one stance or perspective on the artifact; however, only one stance is substantially supported by references to the text.**=

=A "B" entry will be **a developed** understanding of the artifact with evidence of connections, extensions, examinations of meaning, and **defense of interpretations**. Connections between the reader's ideas and the artifact itself are **explicit**. Extensions and examinations are accompanied by explicit references to the artifact in support of inferences. When possible, the response indicates **more than two stances**, all substantially supported by references to the artifact.=

=A**n "A" entry will show evidence of a complex** developed understanding of the artifact with evidence of connections, extensions, examinations of meaning, and **defense of interpretations**. Connections between the reader's ideas and the text itself are **explicit**. Extensions and examinations are accompanied by explicit references to the artifact in support of inferences. Responses indicate **as many stances as possible**, based on the activity, all substantially supported by references to the artifact. **These responses reflect careful thought and thoroughness**.=

Notes:
This document captures the main ideas for critical thinking, asking good questions, and Bloom's Taxonomy.

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This is a handy word document

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