Reading And Lecture Analysis Journal – 100 Points Due See

Reading And Lecture Analysis Journalvalue 100 Pointsdue See Syllabus

Write 10 reading and lecture analysis journal entries that employ course materials from each unit. These entries should be single-spaced and about one to two full pages in length. After completing the assigned readings and viewing all learning resources for a particular week, select a topic or topics that interest or provoke you—questions you have or reactions you want to process. Engage with at least three learning resources per entry: one assigned reading and two others (videos, lectures, texts). If more resources are used, it can impress the instructor. Proper citations and a works cited page are required using MLA, APA, Chicago, or Harvard styles. Omit a works cited, and points will be deducted. You may use outside resources, but they cannot replace the required listed resources. Each entry must demonstrate analysis, connecting course materials and your insights, with clear, thoughtful writing. Late submissions will incur point deductions. Focus on analysis, synthesis, critique, personal insights, and integrating multiple perspectives, rather than summarizing.

Paper For Above instruction

The assignment calls for the creation of ten comprehensive journal entries, each reflecting thoughtful engagement with course materials from each unit. These entries are a vital pedagogical tool to deepen understanding, foster critical thinking, and develop personal and academic voice. Each journal entry should be approximately one to two pages long, single-spaced, and written with clarity and depth. By analyzing, synthesizing, and critiquing the course content, students are encouraged to relate theories to real-world contexts, challenge arguments, and articulate their own perspectives.

The process begins by completing all assigned readings, lectures, and supplementary resources made available. After engaging with these materials, students must identify specific topics, questions, reactions, or themes that emerge as interesting or puzzling. The selection should demonstrate genuine curiosity or a desire to explore further, facilitating meaningful reflection. Each entry must conclusively incorporate at least three learning resources: the required reading from the week and two additional resources, which could include videos, lectures, or supplementary texts. For example, one resource must be the assigned reading, and the other two may be videos or lectures available through iLearn or external sources.

Proper citation of all sources is critical; students may choose APA, MLA, Chicago, or Harvard styles, but consistency and accuracy are mandatory. A correctly formatted works cited page should accompany each entry, and omission will lead to point deductions. While outside resources can supplement the analysis, they cannot substitute the required core materials. Creativity and depth of analysis are valued over mere summary, so students are encouraged to critique ideas, compare viewpoints, and relate concepts to their experiences or societal issues.

In terms of scope, entries should incorporate critical thinking, with attention to how theories and arguments connect to broader themes such as cultural diversity, global perspectives, or social justice. The objective is not to regurgitate information but to produce reflective, analytical, and original insights that demonstrate a deep understanding of course materials.

Submission must be in one Word document containing all ten entries. Timely submission is important; late work results in point deductions of three points per day, emphasizing the need for planning and early completion. The rubric evaluates the quality of analysis, clarity of writing, engagement with resources, and depth of understanding. Students should focus on integrating multiple sources into a cohesive discussion, aiming to develop a nuanced and critical perspective on the topics covered in each unit.

References

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• Foucault, M. (1977). Discipline and Punish: The Birth of the Prison. Vintage Books.
• Gee, J. P. (2004). Deep learning, situated cognition, and the future of educational software. Innovations in Education and Teaching International, 41(4), 395-401.
• Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
• Mezirow, J. (1991). Transformative Dimensions of Adult Learning. Jossey-Bass.
• Nussbaum, M. (2002). Not for Profit: Why Democracy Needs the Humanities. Princeton University Press.
• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
• Williams, R. (1977). Marxism and Literature. Oxford University Press.
• Wilson, E. O. (1998). Consilience: The Unity of Knowledge. Vintage Books.
• Zhao, Y. (2009). World Class learners: Educating Creative and Entrepreneurial Students. Corwin Press.