Academic Journal

What is it?
An academic journal is a place for self-examination, speculation, and discussion of ideas—your own and those of others. It is an opportunity for dialogue with yourself. It is, however, not the same as a personal journal, which can be strictly for yourself and cover any topic. Your academic journal should be focused toward this  course, and I will also see it. However, I hope you will write primarily for yourself--the learner.

Use the journal to record responses to reading  and preparation for class discussions. Make summaries or analyze some specific texts. Try making connections between the ideas from class/readings and related experiences. I hope the journal will offer you the opportunity to write frequently about issues in American history and with fewer constraints than in formal papers.

The point of keeping a journal in a college course is to find a way to engage the subject matter of the course over the progress of the semester—in essence, to build on your own encounters with subject matter over an extended period of time.  

What and when to write
Rather than specifying a length or frequency of writing, I am asking you to write on a regular basis and primarily as preparation for class discussions. I hope this will enhance your understanding of material and stretch your ability to deal with ideas. Occasionally, you may want to continue class discussion in the journal. Sometimes I will ask everyone to write on a particular topic. Be ambitious! Ponder thoughtfully; then write.

You should not concern yourself with summarizing what a given writer says at any length. Though you may wish to recapitulate an argument or a particular point briefly, do so in order to raise questions or issues that especially concern you. Some of the questions you might think about are:

• What is most valuable (suggestive, stimulating, provocative) in a given reading? Why?
•  What are some of the implications or applications that you see? 
• What are the implications of a given work in terms of methodology? 
• What conceptions of key categories of interest (e.g. culture, gender, class, social change, ritual, etc.) does it contain? 
• What kinds of evidence are used? 
• What are the thematic or substantive implications of a given work? How does it relate to (confirm, complement, challenge, undermine, etc.) other readings and materials in the course? 

Generally, I expect a journal entry a week, either in response to specific readings or on perspectives on a writer’s work as a whole

Writing style
I will be concerned with your ability to explain and present your ideas rather than with the formality or technical precision of your writing. Use language that expresses your personal voice—language that comes naturally to you. Even when single answers do not exist, some positions are more fully explained and supported than others. Do not merely tell what you believe; also tell why you believe it. Ask questions and move toward answers. Develop your thoughts as fully as possible.

Evaluation
If you deal regularly and effectively with the materials for class in the journal (including the assigned topics), you will receive a B on the journal. If entries show strong evidence of grappling with issues, of a quest for understanding, and/or of effort to develop and support views, you will receive an A on the journal. I will ask to see your journal regularly during the semester and will dialogue with you and make comments.

Evaluation Grid :

A range
Like the academic journal entries in the B range, but done in an outstanding manner, with particularly keen insights into course themes. Shows excellent synthesis. Uses descriptive material only to illustrate a point. Very well written.

B range
Academic journal entries refer to the course's key concepts, and uses course readings intelligently;  show creativity and insight into the course topics.

C range
Academic journal entries connect with one or two examples of class materials, perhaps one of the course's concepts. Uses these materials adequately, but not particularly with great insight. Or, the entries may depend too heavily on a descriptive narration of readings.

D range
Little or no reference to course materials, key class concepts, etc. Entries are completely dependent on a descriptive narration of contents of readings.

F
Inadequate entries showing little or no understanding of course materials or themes. Badly written.