252 Reading Journal
ESL 252 Reading Journals
Three times during the quarter you will turn in your reading journals. You will complete eight of each type of journal. Each entry is worth 10 points.
Each entry for your Concepts Journal and your Response Journal should contain enough information that I can understand your thoughts. This means that your entries will be approximately 10 sentences. Some entries may be a little less and some a little more, but please keep your entries shorter than one page (12 point font, double spaced).
I will grade all journals on completeness and thoughtfulness. By thoughtfulness, I mean that your journals should show depth of thought about your topic, and the entries should show that you care and that you put effort into your writing. Also, although I’m not grading on grammar and spelling, errors should not interfere with the meaning or be distracting. Please use a spell checker and a grammar checker and proofread your work.
Each chapter of your Concepts book has a journal assignment in it. Write on the given topic for chapters 1 - 3 and 7 - 11.
Chapter 1, page 17
Chapter 2, page 36
Chapter 3, page 54
Chapter 7, page 154
Chapter 8, page 169. This chapter does not contain a separate journal assignment, so please choose a topic from Part H, number 1, 2, or 3. Please indicate which topic you are writing about.
Chapter 9, page 189
Chapter 10, page 212 or page 213 “Surfing the Internet.” Choose one topic and indicate which topic you have chosen to write about. If you choose the “Internet” topic please print the original article and turn it in with your own summary of that article. You do not need to prepare a presentation.
Chapter 11, page 231 or page 233 #2. Choose which topic you prefer. Indicate which topic you have chosen to write about.
The response journals are where you get to share your thoughts, talk back to the book or ask me questions about something that confuses you.
First, copy the passage to which you wish to respond. If it is very long, you may shorten it, but be sure to include enough of the passage that I will understand what you are responding to without having to go back and read the book. If I have to do this, you will loose points. You may use ellipses (…) to show where you have deleted material.
Example from Breaking Through:
After the ball rang, Miss Ehlis, my English teacher and social studies teacher, began to take roll. She was interrupted by a knock on the door. When she opened it, I saw that school principal and a man behind him. As soon as I saw the green uniform, I panicked. I felt like running, but my legs would not move. I trembled and could feel my heart pounding against my chest as though it too wanted to escape. My eyes blurred. Miss Ehlis and the officer walked up to me. “This is him,” she said softly, placing her right hand on my shoulder…
At this point I wished I were someone else, someone with a different name. My teacher had a sad and a pained look in her eyes. I followed the immigration officer out of the classroom and into his car marked BORDER PATROL.
Oh, poor Francisco. I feel for him. How terrifying to be caught by immigration, but also, how horrible for a child to be yanked out of class in front of all his classmates. How embarrassing. Why couldn’t the immigration officers just wait in the office or outside the door while the principal or someone else walked him out of the class room. Maybe it would be to easy for kids to escape like that. Maybe some school officials would refuse to do it. Maybe some would warn him and let him run to warn his family. I guess the immigration officers knew that school would be a likely place to find kids. And of course, once they have the kids, the parents sure won’t run off either.
Each vocabulary journal consists of ten words that you have found in your book that are either new to you or that you are unsure of.
For each word write:
1. The sentence from your book that the word appeared in. Underline the word. Include the page number. If the sentence is very long you may shorten it. In that case write the part of the sentence that includes the word and enough context to show how the word is being used.
2. The word and the part of speech of that word in that context.
3. The definition of the word in that context – some words have more than one meaning. Choose the definition that best fits in your chosen sentence.
4. Other related word forms—most words will have other word forms. These are listed in the dictionary under the definitions for each word entry.
Example from Breaking Through:
- I relished the thought of returning to Santa Maria, going back to school, and not fearing la migra any more (page 7).
Relish (v) – to take pleasure in; enjoy; like.
Other forms: relish (n), relishable (adj), relishingly (adv)
- After traveling for about twenty hours, we arrived, exhausted, at the Nogales, Arizona, bus station in the morning (page 9).
Exhausted (adj) – drained of strength or energy; worn out.
Other forms: exhaust (v), exhaustion (n), exhaustibility (n), exhaustible (adj), exhaustingly (adj).