This is a reading- and discussion-intensive course; you will keep a reading journal and provide regular reading notes that serve as the basis for our discussions and reflections. Your dialogic-reading journal is meant to encourage you to actively engage in a meaningful conversation with the New York Times individually and comparatively. As you make journal notes, you should regularly re-read your previous pages of notes and comments, noting any new connections. Writing is a way to produce or possess new knowledge as you attempt to do interpretative phrasing.
Productive uses of a dialogic reading journal:
- To reflect on our class discussions
- To think about what you read in the New York Times and how you make sense of it
- To rethink about what you read in the New York Times and how you make sense of it
- To argue back
- To track your curiosity about issues, ideas, and what’s going on in the world
- To document your reading processes, especially as we engage some differences between print-and-digital literacy practices
I read, but do not judge or evaluate the notes, tone, questions, or reflections during the course. Your dialectic-reading journal grade is based on your willingness to document your reading notes as we proceed resulting in a record of your intellectual engagement.