{"id":2626,"date":"2016-07-12T14:27:54","date_gmt":"2016-07-12T14:27:54","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english\/?post_type=chapter&p=2626"},"modified":"2020-01-20T19:51:21","modified_gmt":"2020-01-20T19:51:21","slug":"assignment-reading-journal","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/waymaker-level1-english-gen\/chapter\/assignment-reading-journal\/","title":{"raw":"Assignment: Reading Journal Final Draft Submission","rendered":"Assignment: Reading Journal Final Draft Submission"},"content":{"raw":"

Reading Journal<\/h2>\r\nThroughout this module you have been writing individual journal entries about a reading selection of your choice from the reading anthology. Revise your entries as necessary, as you\u2019ve discussed with your tutor. Submit the final version of all entries as one combined document, here.\r\n

Worked Example<\/h2>\r\nJournal entry assignments tend to be more flexible than other types of writing assignments in college, and as a result they can be tailored to your own experiences as long as they answer the primary questions asked in the assignment.\r\n\r\nOne model of a successful Reading Journal Final Draft\u00a0can be found below. This is the completed project; in later Try It pages you'll see each individual component come to life as this student progressed through the course.\r\n\r\nThe article this student wrote about can be read here: \"Multiple Intelligences\" by Fred Mednick<\/a>.\r\n
\r\n

READING JOURNAL Final Draft: \u201cMULTIPLE INTELLIGENCES\u201d by Fred Mednick<\/b><\/span><\/h3>\r\n

by Betina Ortiz<\/p>\r\n\r\n

Types of Reading Material<\/h4>\r\n

This reading selection is from a textbook.<\/span><\/p>\r\n

I know this because its primary purpose seems to be to educate me. \u00a0It is fact-based, uses research, and includes a table that I can refer to later to quickly remind myself about the different types of intelligences. \u00a0The author of this writing seems to\u00a0want to teach me about multiple intelligences, and doesn\u2019t seem to expect that I know a lot about this topic already.<\/span><\/p>\r\n\r\n

Reading Strategies<\/h4>\r\n

When I was scanning this document, I focused primarily on the headings of the text, the words in bold, the table, and external links.<\/span><\/p>\r\n

Just from scanning, it seems like this is going to be a balanced article about the concept of multiple intelligences. It\u2019s got an overview section, which seems to contain history of the subject. The next two sections appear to be a Pro\/Con discussion\u2014\u201cThe appeal of multiple intelligences\u201d and then \u201cSome issues and problems.\u201d I like the table of the various types of intelligences that appears about mid-way through, and am interested in the external link for exploring what my own intelligences are. It seems like the concept of emotional intelligence might have been added later, since it wasn\u2019t on the table, but does have two extra sections about it at the end of the document. That might be important, since it\u2019s got a lot written about it overall.<\/span><\/p>\r\n\r\n

Specialized Reading Strategies<\/h4>\r\n

Option A<\/span><\/h5>\r\n

My reading selection does contain a table. It has two columns: one is \u201cMultiple Intelligences\u201d and the other is \u201cOverview.\u201d Each row defines a specific type of intelligence that Howard Gardner identified, and then gives a demonstration of what type of intelligence is and how it works.\u00a0I think a table is a nice way to convey this information, because it lets you see what all the types of intelligences are at a glance, and get a sense of how each one works. I get the feeling that it would be easy to consult that table again later, like if I had to study to prepare for a test on this subject.\u00a0There are 7 types of intelligences listed on this table. The rest of the article goes on to describe a few more types, and it would be nice if all of those appeared on the table, too, so that we could see them all in one place.<\/span><\/p>\r\n\r\n

Vocabulary<\/h4>\r\n

#1: Linguistic<\/span><\/p>\r\n

From the text, it describes \u201clinguistic intelligence\u201d as \u201csensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.\u201d<\/span><\/p>\r\n

Therefore, I would describe linguistic as meaning, having to do with language.<\/span><\/p>\r\n

#2: Kinesthetic<\/span><\/p>\r\n

When I looked for \u201cKinesthetic\u201d online, all the answers had to do with \u201ckinesthetic learning.\u201d Dictionary.com defined \u201ckinesthesia\u201d as \u201cThe sensation of movement or strain in muscles, tendons, and joints; muscle sense.\u201d So it seems to me that the word has more to do with movement of the body, rather than just the body itself.<\/span><\/p>\r\n

Therefore, I would describe kinesthetic as a type of learning involving the movement of the body.<\/span><\/p>\r\n

#3: Amoral<\/span><\/p>\r\n

I recognize the word \u201cmoral,\u201d but I didn\u2019t know amoral before reading this. I do remember that the letter a at the beginning of a word means \u201cwithout.\u201d<\/span><\/p>\r\n

Therefore, it would seem that the word amoral means without morals. The article presents this as a neutral thing, rather than a good or bad thing.<\/span><\/p>\r\n\r\n

Thesis<\/span><\/h4>\r\n

In the essay, the last sentence of the 2nd paragraph seems to say something very similar: \u201cThe readings and assignments that follow discuss multiple intelligences, provide an opportunity for you to apply them, and a way of determining how to assess students.\u201d<\/span><\/p>\r\n

Topic sentence #1: \u201cMindy L. Kornhaber, a researcher at Harvard University, has identified a number of reasons why teachers and policymakers have responded positively to Howard Gardner\u2019s presentation of multiple intelligences.\u201d This sentence indicates that the paragraph that follows will be explaining an application of multiple intelligences, which is the 2nd part of the thesis statement.<\/span><\/p>\r\n

Topic sentence #2: \u201cTo explore your intelligences, visit \u2018Lessons for Hope.\u2019\u201d This sentence addresses the last part of the thesis statement, \u201ca way of determining how to assess students.\u201d<\/span><\/p>\r\n\r\n

Supporting Claims<\/span><\/h4>\r\n

This paragraph is supported by research. It doesn\u2019t use quotes, but clearly all the information in the paragraph comes from Kornhaber\u2019s work. So it paraphrases her findings about how teachers react to multiple intelligences. It also seems to summarize her thesis at the end of the paragraph.<\/span><\/p>\r\n

Topic sentence #2: \u201cTo explore your intelligences, visit \u2018Lessons for Hope.\u2019\u201d<\/span><\/p>\r\n

This paragraph turns out to be quite short (only 1 more sentence after the topic sentence), so I\u2019m going to also address the paragraph immediately after this one. Between the two short paragraphs, they describe what a user will see when you visit the external link. It is supported by fact: its descriptions of the multiple intelligences self-assessment activity are all verifiable when a reader visits this website for herself.<\/span><\/p>\r\n

Since this is a reading from a textbook, it makes sense that the author uses facts and outside research as supporting details in his paragraphs. He wants us to learn from the reading, and we can trust that what he says is true because it\u2019s easy to confirm his facts elsewhere.<\/span><\/p>\r\n\r\n

Logic and Structure<\/span><\/h4>\r\n

In addition, this essay also uses the mode of Definition<\/b>. It takes something we think we know the meaning of (intelligence) and uses it in a slightly different way, one that I personally find rewarding to those of us who aren\u2019t always book-smart. Really, each one of the types of multiple intelligences becomes a new definition for what it means to be intelligent or not.<\/span><\/p>\r\n\r\n

Summary Skills<\/span><\/h4>\r\n

According to Medick, the founder of this idea was Howard Gardner, who defined the first seven intelligences in his book Frames of Mind<\/i>: linguistic, logical-mathematical, musical, bodily-kinesthetic, spatial, interpersonal, and intrapersonal. These intelligences are not accepted by psychologists, but are welcomed by educators. Some see drawbacks to multiple intelligences because most cannot be measured or tested for improvement.<\/span><\/p>\r\n

The article encourages readers to take an online test to determine their own strengths across the intelligences. It concludes by addressing additional intelligences that have been proposed by others: naturalistic, spiritual, moral, and emotional. Emotional intelligence in particular seems to have a large impact on people\u2019s success in life, and Daniel Goleman is referenced to explain what emotional intelligence is and why it is so valuable in school and beyond.<\/span><\/p>\r\n\r\n<\/div>\r\n

Though this final product might look long (and is in fact 1088 words), it will be completed in smaller stages. None of the individual pieces of this Reading Journal example is longer than 150 words.<\/p>\r\n\r\n

Rubric\u00a0<\/span><\/h2>\r\nIn order to successfully complete\u00a0this assessment, a submitted\u00a0journal must reach \"Meets or Exceeds Expectations\" in all categories.\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Criteria<\/th>\r\n<\/th>\r\nRatings<\/th>\r\n<\/th>\r\n<\/tr>\r\n
Identify Type of\u00a0Reading<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • includes a paragraph identifying the type of reading\u00a0and justifying that identification<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • identifies the type of reading\u00a0but includes no justification for that identification<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • does not\u00a0include a paragraph identifying the the type of\u00a0reading<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Scanning the Reading<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • includes a paragraph describing the scanning \/ prereading experience in detail<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • includes a brief\u00a0statement\u00a0describing the scanning \/ prereading experience<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • does not\u00a0include a paragraph describing the scanning \/ prereading experience<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Specialized Reading Strategies<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • includes a paragraph closely examining a visual element of the reading, or<\/li>\r\n \t
  • includes a detailed demonstration of the Cornell Method of notetaking<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • includes a paragraph broadly\u00a0examining a visual element of the reading, or<\/li>\r\n \t
  • includes a brief demonstration of the Cornell Method of notetaking<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • does not\u00a0include a paragraph closely examining a visual element of the reading, nor\u00a0a demonstration of the Cornell Method of notetaking<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Vocabulary<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • includes 3 vocabulary words<\/li>\r\n \t
  • all vocabulary words are defined using paraphrases of dictionary definitions<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • includes 1-2 vocabulary words, or<\/li>\r\n \t
  • 1-2 vocabulary words are defined using paraphrases of dictionary definitions<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • does not\u00a0include vocabulary words, or<\/li>\r\n \t
  • does not\u00a0define words using paraphrases of dictionary definitions<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Thesis<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • identifies a thesis statement from the reading and notes it as implicit or explicit<\/li>\r\n \t
  • includes a paragraph showing the relationship between thesis and topic sentences, including quotes as appropriate<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • identifies a thesis statement from the reading, but does not define it as explicity or implicit<\/li>\r\n \t
  • includes a paragraph showing the relationship between thesis and topic sentences, but quotes may not be included<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • does not\u00a0identify a thesis statement from the reading, or<\/li>\r\n \t
  • does not\u00a0include a paragraph showing the relationship between thesis and topic sentences<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Supporting Claims<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • includes a paragraph describing the types of support used in 2 body paragraphs<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • includes a paragraph describing the types of support used in 1\u00a0body paragraphs<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • does not\u00a0include a paragraph describing the types of support used in 2 body paragraphs<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Logic and Structure<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • identifies the primary rhetorical mode used in the reading, with justification of that identification<\/li>\r\n \t
  • identifies secondary rhetorical modes used in the reading, with justification of that identification<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • identifies the primary rhetorical mode used in the reading,\u00a0but does not\u00a0identify secondary rhetorical modes used in the reading<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n
    \r\n \t
  • does not\u00a0identify the primary rhetorical mode used in the reading<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n
Summary Skills<\/td>\r\nMeets or Exceeds Expectations<\/strong>\r\n
    \r\n \t
  • includes a 1-2 paragraph summary of the text, noting the text's thesis and main ideas, and maintaining a neutral tone<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Approaching Expectations<\/strong>\r\n
    \r\n \t
  • includes a 1-2 paragraph summary of the text, noting the text's thesis and main ideas, but does not maintain a neutral tone<\/li>\r\n<\/ul>\r\n<\/td>\r\n
Does Not Meet Expectations<\/strong>\r\n