What is a reader’s notebook and what is its purpose?

  

No plagiarism, high quality and in time. I will reject the work if it has plagiarism and is poorly wriitten. MLA and must have the reference and proper citations.
Read Bouchard, Nobles and Knights (1-27)
Read Bouchard, Nobility and Chivalry (103-144) (Reading 3)
Post Notebook Entry Week Three no later than 11:59 PM on July 3
Your readers notebook
Your readers notebook is a record of your evolving response to the ideas, issues, and
problems you will encounter as you read the stories and criticism and participate in
class discussions. Basically, keeping a notebook requires you to respond in a variety
of ways, depending on the assignment(s) for any given week: you may need to
respond to a specific assignment; you may need to make connections between your
own life and what youve observed and learned; or you may only need to choose
passages in our readings and respond to them in any way you see fit (obviously, you
have to make your response substantial and thoughtful).
Format your entries in such a way that you clearly identify the situation or
passage(s) youre responding to, and make sure you distinguish that citation/summary
section from your response section. You may want to set up a left-hand column for
citation/summary and a right-hand column for your response, or you may prefer to
label the citation/summary and the response sections with headings.
Successful entries (i.e., entries that earn full credit) will show the development of
your ideas, questions, and speculations as you reflect on the assigned material or the
situation. Entries will likely, perhaps even should, become more complex as the
term progresses and you accumulate more ideas and identify more problems and
questions from your reading and class discussions. Focus on responding specifically,
thoughtfully, and in detail; entries that simply speak in generalities will receive a
lower number of points than those showing a genuine engagement with the materials.
The response section of each entry should be at least 300 words in length, and it
must reflect the current weeks reading(s).
In order to receive full credit, notebook entries must be submitted to the
assignment dropbox on the course home page no later than the due date/time specified
in the class schedule; you may receive partial credit for a late submission, up to five
days after the due date/time; submissions after five days will not be accepted.

Introduction:

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As a student, keeping a notebook is an important practice that can help you the develop your ideas, responses, and reflections to the materials provided for study. In this course, reading materials have been assigned, and keeping a notebook will help you record your responses to these materials as well as reflect on experiences drawn from the readings and discussions in class. This entry format requires that you carefully distinguish your responses from the summaries or citations of the readings. This introduction will provide you with the guidelines you need to maintain an effective readers notebook that contributes to overall success in the course.

Description:

The readers’ notebook is a critical tool that students can use to document their responses to the materials being studied, including the themes, ideas, and problems noted while reading. This activity requires students to make written responses to the readings through thoughtful and reflective writing. In some instances, students may be required to respond to a specific assignment, connect the readings to their personal lives, or choose passages from the literature to respond to as they deem fit. To make an effective notebook entry, always start by identifying the situation or passage you are responding to and clearly distinguish it from the summary or citation section. You can choose to format your entries in a preferable manner, either by setting up a left-hand column for citation/summary and a right-hand column for your response, or labeling each section with a heading.

The entries must be thoughtfully written with a minimum length of 300 words. These entries should reflect the week’s readings and are expected to show the development of your insights, questions, and speculations as you reflect on the materials studied in the course. In other words, entries should become increasingly sophisticated and complex as the course progresses. You will receive full credit for entries submitted on the course home page assignment dropbox and that is, submission must be made no later than the due date or time specified in the class schedule. Late submission of assignments may attract partial points for up to five days after the deadline, however, assignments submitted after five days will not be accepted.

Objectives:

The objective of this assignment is to develop critical reading skills and the ability to respond thoughtfully and in detail to assigned material. The assignment aims to provide students with an opportunity to engage with the content of the course in a personalized way by reflecting on the ideas, issues, and problems they will encounter in their readings and class discussions. It also aims to encourage students to develop independent and creative thinking in responding to the material they read.

Learning Outcomes:

1. Identify and analyze key ideas, issues, and problems presented in the readings and class discussions.
2. Develop critical reading skills through engaging with the material in a personalized way.
3. Apply personal experiences and observations to the readings and class discussions.
4. Develop independent and creative thinking skills in responding to the material.
5. Demonstrate the ability to write well-organized, substantial, and thoughtful responses to assigned material.
6. Submit notebook entries on time and in the required format to develop time-management skills and attention to detail.

Reference:

Bouchard, Constance Brittain, and Carolyn Dinshaw. “Introduction: Medieval studies in queer times.” In Getting Medieval: Sexualities and Communities, Pre- and Postmodern, edited by Carolyn Dinshaw and David Wallace, 1-27. Durham: Duke University Press, 1999.

Bouchard, Constance Brittain. “The knight, chivalry, and the education of the noble young.” In Strong of Body, Brave and Noble: Chivalry and Society in Medieval France, edited by Constance Brittain Bouchard, 103-144. Ithaca: Cornell University Press, 1998.

Solution 1: Integrate Creative Responses in Notebook Entries

In order to create successful notebook entries, students should integrate creative responses alongside analytical reflections. For example, instead of just summarizing a passage from the readings, students can create a visual representation of what they have read. They can draw a picture, create a graphic organizer or even write a short story. In this way, students are engaging with the material in a different way and are more likely to remember what they have learned. Additionally, creative responses allow for a greater range of interpretation and expression, allowing each student to showcase their unique perspectives and insights.

To incorporate creative responses, students can divide their notebook entry into two sections: a summary/citation section and a response/creative section. In the response section, students can utilize a different format such as drawing or writing a poem. They should ensure that their creative response is thoughtful and reflects their understanding of the material they have read.

With this approach, students will not only engage with the material in a more meaningful way but also develop their creativity and critical thinking skills. This will lead to more complex and substantive entries in the students’ notebooks.

Solution 2: Provide Weekly Prompts to Guide Notebook Entries

To ensure that students’ notebook entries remain focused, providing weekly prompts can be a useful tool. Prompts can be designed to elicit specific types of responses from students, such as critical analysis, personal reflections, or connections to current events. These prompts can also help students understand the main themes and ideas of the reading, and provide guidance on how to approach their response.

To effectively use prompts, instructors should include them in the weekly assignment instructions. This will signal to students the importance of the prompt and that it is an essential part of their notebook entry. Additionally, instructors can provide examples of how to respond to the prompt, modeling the type of thinking and analysis they are looking for.

Using prompts can help students organize their thoughts and responses, which can lead to more thoughtful and substantive entries in their readers’ notebooks. It also ensures that students are engaging with the material in a meaningful way and are on track with the course content.

Suggested Resources/Books:

1. “The Reader’s Notebook: Post-Reading Response Strategies and Techniques” by Linda Rief
This book provides useful strategies and techniques for keeping a reader’s notebook and responding to assigned readings.

2. “How to Read Literature Like a Professor: A Lively and Entertaining Guide to Reading Between the Lines” by Thomas C. Foster
This book provides insight into how to read and analyze literature more effectively, providing helpful tips for responding to assigned readings.

3. “A Handbook to Literature” by William Harmon and C. Hugh Holman
This book provides a comprehensive overview of literary terms and genres, which can be helpful for responding to assigned readings.

Similar asked questions:

1. What are the benefits of keeping a reader’s notebook and responding to assigned readings?
2. How can I improve my ability to respond to assigned readings?
3. What are some effective post-reading response strategies and techniques?
4. How can I make connections between my own life and what I’ve observed and learned from assigned readings?
5. What are some common errors to avoid when responding to assigned readings in a reader’s notebook?

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