SHEA REVISED CDJ INFORMATION ENG 100-41

Critical Discourse Journal (CDJ). I want you to learn how to read a text, analyze its assumptions, engage with its implications, and properly incorporate its ideas and quotes into your writing (to avoid plagiarism). Therefore, most Thursdays of the semester, you will submit two (2) copies of a Critical Discourse Journal based on an assigned reading selection (a chapter from a book or an article from a current periodical). See ≥Critical Discourse Journal Assignments≤ (buff handout) for specifics.

Your Critical Discourse Journal (CDJ) should include these four elements:

• Bibliographical entry. On the first line after the title line of your CDJ, provide the correct MLA works cited format for the assigned reading you are writing about. (This format is the same as an MLA end-of-text citation, as opposed to an MLA in-text citation.) This line should be left-justified, not centered. (See PKW 45-65, WA 179-80, and gold handout.)
• Summary. Write one paragraph (100-130 words) in which you explain in your own words (that is, paraphrase) the authorπs position on the issue the reading explores. Do so by summarizing the four essential parts of the authorπs argument:

--the topic the author writes about,

--the main claim the author makes about the topic (this claim is also called the thesis),

--the evidence the author uses, and

--the explanation the author gives for how/why the evidence supports the thesis.

The most effective means for preparing to produce a summary is to

1) divide the article into logical sections ≠ groups of 2-3 (or more) paragraphs;

2) write a short summary (in your own words) of each section;

3) restate the authorπs main claim for the whole article in a sentence or two (this should be your first sentence); and,

4) revise steps 2 and 3 into one paragraph that can be read as a summary of the whole piece.

To avoid misrepresenting the author, your summary must be accurate, it must be complete, it must speak in your voice, and it must make sense by itself (i.e., it must be understandable to someone who hasnπt read the article). Be sure to indicate where the information youπre paraphrasing is found by using MLA in-text citation rules. (That is, use parenthetical page numbers at the end of the paragraph; see PKW 40-45, WA 176-81.)

• Analysis. Write another paragraph (100-130 words) in which you explain/explore the authorπs argument according to the criteria spelled out in that weekπs assignment. Use the criteria specified in ≥Critical Discourse Journal Assignments≤ (buff handout).
• Response. Write a final paragraph (100-130 words) in which you explain your position on the issue the article explores. For preliminary guidelines on this process, see ≥Lessons in Critical Thinking≤ (green handout). Incorporate at least one quotation from the source into your response paragraph, using MLA in-text citation rules (see PKW 31-45 and WA 179-84).

During Thursdayπs class we will examine each otherπs bibliographical entries and summaries for completeness and accuracy, discuss modes of evaluation, and share responses. Be prepared to discuss the various strategies you used to complete each facet of the journal. Based on what you learn in the class discussion, you will then revise (not edit ≠ youπll need to understand the difference) your journal to turn in Tuesday. This final draft should have coherent paragraphs.

Nota Bene: When you submit your revised version, you should turn in two (2) copies:

ß To the front of one copy, staple your copy of the assigned reading selection AND two copies of the first version of your CDJ with workshop comments.

ß The second copy should be stapled separately.

The assignment is NOT complete if these instructions are not followed.

This assignment attempts to help you foster the critical reading, thinking, and writing skills youπll need in most of your university-level courses. It may feel awkward and tedious at first; gradually, though, these practices will become more natural, and you will be able to read material you once thought youπd never understand. Each CDJ is worth up to 50 points, a total of 600 points for all 12.

Critical Discourse Journal Assignments

On the first line after your title line for each CDJ, always provide the correct MLA Works Cited entry (the same as an MLA end-of-text bibliographical citation) for the assigned reading you are writing about (see WA 179-80, PKW 45-65, and the gold handout for the correct format possibilities). Always bring to class two (2) copies of your writings.

CDJ #1

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. In ≥Habits of Mind≤ (WA 3-18), the authors list and describe thinking styles that often impede good analysis. To offset these negative styles, they offer more useful modes of thought. Choose one of the negative habits that Article #1 either avoids or commits. Then write a 130-word paragraph that supports your observation. Use this claim-evidence-explanation format for the paragraph:

ß Your first sentence should be a claim that is analytical and arguable. (This claim is also called your thesis, and functions as the topic sentence of your paragraph.)

ß Your thesis should be followed by supporting evidenceãbe sure to cite page numbers in parentheses to indicate where the evidence appears, even if you do not use a direct quote from the article. (See WA 176-81 and PKW 40-45.)

ß Once you have presented your evidence, you need briefly to demonstrate how that evidence supports your claim. This is your explanation.

C. Response. Explain your position on an issue you found in Article #1. Be sure to avoid the negative thinking styles; work, instead, to trace your position to its probable cause(s). Try to work back to causes that are as concrete as possible. Then use the claim-evidence-explanation format in a 130-word paragraph that analyzes the cause of your position. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #2

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. Choose a negative thinking habit (different from the one you used for CDJ #1) that you think Article #2 either commits or avoids. Then use the claim-evidence-explanation format to write a 130-word paragraph that supports your observation. (See ≥Paragraphs≤ handout.) Use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. Explain your position on an issue you found in Article #2. Be sure to avoid the negative thinking styles; work, instead, to trace your position to its probable cause(s). Try to work back to causes that are as concrete as possible. Then, using the claim-evidence-explanation format, write a 130-word paragraph that analyzes the cause of your position. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #3

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. Consider the articleπs word choices (WA 225-39). Make use of the dictionary to capture levels of style and shades of meaning. Write a 130-word paragraph in which you make and support a claim about how word choices help convey meanings. Use the claim-evidence-explanation format for the paragraph (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. How does the articleπs use of language affect your response to it? Try to focus on examples that are as specific as possible. Then write a 130-word paragraph to answer that question, using the claim-evidence-explanation format. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #4

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. Write a 130-word paragraph using ≥The Method≤ (WA 24-30) to analyze the article. Use the claim-evidence-explanation format to develop your analysis (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. To prepare for this section, jot down your initial response to the article. Then, in your response paragraph, suspiciously examine your first response (WA 33-34). Use the claim-evidence-explanation format to structure your examination. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #5

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. Analyze one or two crucial binaries in this article and determine their accuracy (WA 30-33). Use the claim-evidence-explanation format to develop your analysis in the paragraph (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. Write a response that substitutes ≥to what extent≤ for ≥either/or≤ (WA 32-33). Use the claim-evidence-explanation format. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #6

A. Summary. Provide a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph).

B. Analysis. Use the formula, ≥the reading seems to be about x, but itπs really about y≤ (WA 46-52) to analyze the article. You will find what you learned about language and style useful in your analysis. Use the claim-evidence-explanation format to develop your paragraph (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. Write a response that pushes your initial response by asking ≥so what?≤ (WA 37-52). Use the claim-evidence-explanation format to make your response clear and convincing. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #7

A. Summary. Provide a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph).

B. Analysis. Compare this article to another article weπve read this semester (WA 60-64). Use the claim-evidence-explanation format for the paragraph (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. Which article do you find more persuasive? Why? (WA 144-46). Answer these questions by using the claim-evidence-explanation format. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #8

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. Write an analysis uncovering the assumptions in this article (WA 64-71). Use the claim-evidence-explanation format for the paragraph (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. Does uncovering the hidden assumption(s) make the argument more or less persuasive? Answer this question in a paragraph using the claim-evidence-explanation format. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #9

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81& PKW 40-45.

B. Analysis. Using the strategies for linking evidence to claims (WA 75-95), analyze how effectively the article uses evidence to support and develop its claims. Use the claim-evidence-explanation format and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. What other observations and even conclusions could you draw from the articleπs evidence? Answer this question by using the claim-evidence-explanation paragraph format. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #10

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. How adequately does the articleπs thesis account for the evidence (WA 97-119)? Use the claim-evidence-explanation format to write a paragraph that answers this question (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. Consider some questions the article raises for you (WA 143-44). Write a paragraph using the claim-evidence-explanation format to answer them. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #11

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. State the articleπs thesis and analyze it by determining whether it is a weak or strong thesis (WA 121-29) and whether it incorporates any of the logical errors (WA 132-35). Use the claim-evidence-explanation format for your paragraph (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. Employ any of the strategies weπve studied for your response. Use the claim-evidence-explanation format to structure your paragraph. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

CDJ #12

A. Summary. Paraphrase the reading by writing a 130-word summary in your own words. You should not include quotations (either acknowledged or not). See WA 56-59. {For more detailed information on how to write an effective summary, see the first page of this handout and ≥Reading for Objectivity≤ (purple handout)}. Use MLA in-text citation rules to indicate where the information youπre paraphrasing is found (that is, put the page numbers in parentheses at the end of the paragraph). See WA 176-81, PKW 40-45, and the gold handout for explanations.

B. Analysis. Analyze the articleπs introduction and conclusion (WA 191-209). Which gambits does it use? How do they help the authorπs purpose? Use the claim-evidence-explanation format in your paragraph to answer these questions (see ≥Paragraphs≤ handout) and use parenthetical page numbers to cite the location of your evidence. (See WA 176-81 and PKW 40-45.)

C. Response. What expectations did the introduction raise for you? Were they met? Use the claim-evidence-explanation format in your paragraph to answer these questions. Incorporate at least one quotation from the source into your response, using MLA in-text citation rules (see PKW 40-45, WA 180, and the gold handout for format; see WA 182-84 and PKW 31-36 for incorporating quotes).

Writing Rubric

CONTENT

∑ Thesis is original.

∑ Thesis is significant.

∑ Thesis makes an arguable claim.

∑ Thesis is not too broad for paper length.

∑ Evidence supporting all claims is cited.

∑ Paper addresses interesting and complex issues.

∑ Supporting detail is clearly and thoroughly explained.

∑ The argument has more analytical than descriptive material.

ORGANIZATION

∑ Paper sticks to thesis and develops it.

∑ Paragraphs develop topic sentences fully.

∑ Topic sentences in paragraphs make claims.

∑ Topic sentences relate back to paperπs thesis.

∑ Paragraphs explain their claims clearly.

∑ Transitions between paragraphs are clear.

∑ Transitions between sentences are clear.

∑ Paperπs argument is logical and clear.

∑ Paperπs structure is sound: words, sentences, ideas, paragraphs are presented

in the most effective order.

EXPRESSION

∑ Sentences are clear.

∑ Word choice is accurate.

∑ Diction is appropriate for purpose and audience.

∑ Sentences are not choppy.

∑ Sentence structure is varied.

∑ Sentence structure is effective.

∑ Sentences are free of awkwardness.

∑ Unnecessary words have been eliminated.

∑ Paper reads easily out loud.

∑ Paper does not use repetition except for clarity or effect.

∑ Paper employs parallelism well at all levels (words, sentences, paragraphs).

MECHANICS

∑ Paper follows directions of assignment.

∑ Paper adheres to basic conventions of format (as stipulated).

∑ Grammar is correct.

∑ Punctuation is clear.

∑ Spelling is accurate.

∑ Paper has been thoroughly proofread.

Paragraphs

The quality of your writing will strongly depend on the effectiveness of your paragraphs. To be effective, your paragraphs need the essential elements of a sound argument:

a claim or thesis that is arguable and analytical (and that also serves as a topic sentence),

supporting evidence in the form of quotations or paraphrased examples from the text, and

an explanation that demonstrates how that evidence supports your thesis.

Use the following rubric to determine the effectiveness of your paragraphs:

Outstanding = Paragraph does all that a good paragraph does, and has an especially insightful or complex thesis; and works with difficult material, developing complex evidence or resolving contradictory evidence.

Good = Paragraph starts with a reasonably arguable and analytical thesis at the outset; and develops the claim in a thorough manner; and supports its assertion with specific references from the text and cites them accurately; and explains how the references relate to the opening thesis.

Weak = Paragraph fails to stick to the topic or lacks an analytical and reasonably arguable thesis; or engages the material in merely the most perfunctory or obvious way; or cites no examples/quotes from the text, or cites incorrectly; or offers no explanation of how the references relate to the thesis.

Consequently, you should use the following three-part structure as a guide for all your paragraphs:

a. claim (analytical and reasonably arguable thesis)

b. evidence (direct quotations or paraphrased examples--be sure to cite them correctly)

c. explanation (your interpretation of the examplesπ/quotationsπ relevance to your thesis).

This three-part structure is NOT OPTIONAL if you wish to do well on your writing assignments.