Reading Logs

Dr. Sean Meehan

Morningside College

English Department

Books should be read as deliberately and reservedly as they were written.

            --Henry David Thoreau, Walden

Assignment

Thoreau understands that writing and reading are interconnected; and that to learn about writing (one of our objectives in the course), we need to read like writers. The reading logs invite you to do that. They also take the place of the more traditional ‘reading quiz’ (where the teacher tries to catch the student who has not read the assignment). Rather than seeing these reading logs as quizzes, I present them to you as initial applications of your reading, the foundation (and a sort of admission ticket) for class discussions and class work the day that the reading assignment is due. The logs will also serve to guide you in your reading and exploration, to help you become a more deliberate reader which is also a foundation for good writing.

Here is how the reading log works:

For each reading assignment, you will post a reading log to the discussion forum in Blackboard no later than the beginning of class. A log that is not received by that point will not receive credit, unless the student has arranged with me prior to the class regarding a necessary absence or delay.

Format

Each entry in your log (for a given reading assignment) should be approximately 1-2 pages (normal double-spaced variety). It should contain notes/ideas/thoughts/words in response to the following three categories. You can copy these categories or develop some version of your own.

I hear:

A brief summary and recounting of what you read—what the author is writing about, what key concepts and keywords you hear [note: in the case of an assignment that asks you to read more than one essay, you should provide a brief indication of each essay’s focus]. Think of this section as your initial notes on the reading: it doesn't need to be neat or even in complete sentences; I suggest around 1/4 page, roughly a paragraph

Example: In the “Reading” chapter of Walden, I hear Thoreau’s interest in exploring the relationship between a simplified way of living and how one reads. He focuses on a range of reading that he has done or thinks we should do, including the classics such as Homer. He concludes with a critique of the kind of reading that is popular in his day that he considers superficial. Keyword: deliberately, repeats it (also recall this from last chapter); also use of 'mother tongue'--wondering what he means.

I notice:

One or two moments or aspects from the reading (a key passage, a central example, a particular matter of style) that especially catch your eye, that interest you, that you consider strong and compelling (and want to make note of for further discussion, maybe even emulation in your own writing). This is the section that gets you ready to jump into class discussion--I will often ask questions for key passages or ideas that each of you noticed from the reading. This gives you something to talk about and share. I suggest around 1/2 page or more, roughly 1-2 paragraphs.

Example: I notice Thoreau’s use of the word deliberate to describe reading and connect it to writing. This passage in particular I find compelling: “Books should be read as deliberately and reservedly as they were written.” I also notice how this focus on deliberate reading and writing connects forward to his critique of the kinds of reading that his society values (newspapers, gossip) and connects back to his overall criticism of how we are not living simply. The word deliberate seems to be a way that he contrasts the idea of simplicity from simplistic.

I also notice (and am interested in) the implications he raises at the end regarding schooling and the need to have what he calls “uncommon schools.” Amen, sister. I see a connection here with Emerson's ideas of reading, especially from 'American Scholar.'

I wonder:

Identify at least one question or point of confusion that the writing makes you wonder about and want to raise to pursue further in discussion, to clarify or get a better grasp of. Something you simply don’t get, or something that you think you get, but want to get better. These questions will be part of our class discussion, so be prepared to raise them in class. I expect all good readers to have more questions than answers. Asking questions of any sort is always a simple way to begin to get involved in class discussion. This section provides the material. I suggest around a 1/4 page worth of questions, at least 1-2 for every reading.

Example: In addition to wondering what Thoreau really means by ‘deliberate’, I also wonder (and question) his emphasis on needing to read books only in their original languages. Is he suggesting then that we all need to study Greek in order to live deliberately? Doesn’t this contradict with his focus on simple living (not everyone can go to Harvard like he does)? Question of mother vs. father tongue, what this means?

Evaluation

Here is how I will evaluate your reading log (and thus also provide you feedback to guide you in becoming a more deliberate reader). Each log will be worth a total of 10 points.

9-10: excellent—reflects the expected deliberate reading and pushes further than expected: a great foundation for discussion. Length is not automatically a key, but in general the excellent log will go beyond a page of writing. The reader's participation in the class discussion when the log is due will be active, thoughtful and fully engaged (part of the evaluation--how well you bring your log into discussion)

8: sufficient and strong—identifies at least one area of interest and one question for discussion with reflection of deliberate reading: a good foundation for discussion. The reader's participation in the class discussion when the log is due is active and engaged (part of the evaluation--how well you bring your log into discussion)

6-7: sufficient but weak—go further with some response and your engagement of the reading. The reader's participation in the class discussion when the log is due is generally passive, not engaged, in need of improvement (part of the evaluation--how well you bring your log into discussion)5: insufficient—attempted but did not complete as assigned (or turned in late without prior arrangement)

0: did not do

Your reading log will not be evaluated for style or grammar. Think of it as a page from your writer’s notebook or reading journal. In fact, I encourage you to use some version of the log for all of your reading and preparation for class discussion, even when I do not assign a log. I will be looking for how your log reflects the reading you are doing and how well prepared you are for each discussion. A strong reading log will help in your participation in class explorations, and thus will also help your overall participation grade. It will also give us things to discuss in conferences and give you material to develop for your writing and research.