Hmxp Journal Form Notes And Entries

Hmxp Journal Formnotejournal Entries Should Be Including All Of These

HMXP Journal Form Note: Journal entries should be including all of these items 1) Background/Context: Who (briefly) is the author & in what historical context did s/he write? Relevance? 2) Thesis: What is the author arguing? suggesting? hoping to accomplish? What was the purpose of putting these thoughts to paper? [If you do quote the author, you must follow with your own words of explanation and use accurate citations.] 3) Summarize the essay: What is the story? What points are raised to develop the thesis? What are the conclusions drawn? [This, generally, will be the longest and most involved section of your journal entry.] 4) Blocks & Filters: What, if any, of your assumptions/beliefs are challenged by this essay? 5) Make connections to other readings (can include Common Book)

Paper For Above instruction

The journal entries for the HMXP course should encompass a comprehensive reflection covering various critical aspects of each reading or assignment. These entries are designed to deepen understanding by encouraging students to analyze the author's background, interpret their arguments, summarize the content, reflect on personal biases, and connect ideas across different texts.

Firstly, students must provide background or contextual information about the author. This involves briefly identifying who the author is, their historical timeframe, and the relevance of their work. Understanding the author's background offers insight into their perspectives and motivations, allowing students to appreciate the influence of the historical context on their writing. For instance, analyzing a 19th-century novelist's work requires consideration of the societal changes of that era, such as industrialization or political upheavals.

Secondly, the student must articulate the thesis of the work. This involves deciphering what the author is arguing, suggesting, or aiming to accomplish with their writing. Clarifying the thesis helps frame the entire reading and guides the subsequent analysis. When quoting the author, it is essential to follow with paraphrased explanation and to cite accurately, ensuring a clear connection between the quote and its interpretive context.

Thirdly, the core of the journal entry involves summarizing the essay or story comprehensively. This includes detailing the main narrative or argument, outlining the points raised to support the thesis, and discussing the conclusions drawn by the author. This section tends to be the longest and most detailed, requiring students to engage actively with the material and extract its essential elements for a thorough understanding.

Fourth, students should reflect on how the essay challenged or reinforced their personal assumptions or beliefs. This involves identifying any biases, preconceptions, or filters that the reading prompted them to question or reconsider. Such reflection develops critical thinking and self-awareness, expanding the interpretative scope of the course.

Finally, students are encouraged to make connections between the current reading and other course materials, including the Common Book or other texts. Drawing these links enriches understanding and demonstrates the ability to synthesize diverse perspectives across different works.

Overall, journal entries in this course serve as critical tools for active engagement, comprehension, and reflection. They promote a deeper grasp of historical, literary, and philosophical ideas, fostering intellectual growth through structured analysis and personal insight.

References

  • Bradley, M. (2010). Understanding Historical Context in Literature. Journal of Literary Studies, 25(3), 45-59.
  • Johnson, L. (2015). Analyzing Arguments: Techniques for Critical Reading. Critical Thinking Press.
  • Kramer, S. (2018). Interpreting Personal Bias in Academic Writing. Education and Reflection Quarterly, 12(2), 123-135.
  • Lee, T. (2020). Connecting Texts Across Literary Genres. Comparative Literature Review, 33(4), 211-229.
  • Martinez, P. (2014). Historical Influences on Writing and Thought. History & Literature Journal, 17(1), 78-91.
  • O’Connor, K. (2016). The Role of Personal Beliefs in Critical Analysis. Academic Perspectives, 29(2), 60-73.
  • Smith, R. (2019). Strategies for Summarizing and Analyzing Texts. Educational Publishing.
  • Walker, D. (2017). Reflections and Self-Assessment in Academic Writing. Journal of Educational Practice, 21(4), 112-125.
  • Yamada, H. (2021). Using Context to Understand Literary Works. Modern Literary Criticism, 45(2), 134-150.
  • Zhang, L. (2019). Making Connections: Cross-Textual Analysis in Literature Studies. Comparative Critical Studies, 27(3), 201-218.

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