Q REL 223 - Religions of the World: East and West Journal Guidelines and Rubric Guidelines The journal is to be an example of the student’s ability to write and analyze the material he or she is reading. An attempt should be made to integrate material from the myriad of books and notes in this course. Journal entries should be made for each of the seven major world religions considered. Your journal should contain complete sentences and be grammatically correct. While you are reading, write down what goes on in your head in "stream of consciousness" style in the margins of your book, in a notebook, or in a computer file. You will be making a record of images, associations, feelings, thoughts, judgments, etc. You will probably find that the record contains: Questions that you ask yourself about the narrative and events as you read (answer these yourself when you can). Memories from your own experiences provoked by the reading. Guesses about how the text might proceed and why. Reflections on striking moments and ideas in the book. Comparisons between how you behave and how the author describes actions and behavior. Thoughts and feelings about content. Comments on how the story is being told. For example, write any words and phrases that make an impression on you, or motifs/themes which you notice the author using. Connections to other texts, ideas, and courses. A journal entry consists of two parts: 1. The first part is a direct quotation of the part you noted from the text, copied word for word, and enclosed in quotation marks. Be sure to include the author's last name and the page number of the quotation in parentheses after the quotation. MLA format requires that you use the last name, a space, and then the number, e.g., (Ludwig 89). 2. The second part of the journal entry is a paragraph that explains why you found the passage to be important or interesting. Sometimes students ask questions about the reading, or they explain it, or relate to it in some way. Whatever you do, do not simply summarize the contents of the passage. Instead, go beyond it somehow, analyze it, offer thoughts about why it seems important to you or to others. In essence, by writing about the importance of the passage, you will give it meaning. It is also helpful to explain what is going on in the text at the time of the passage (the context). Some students like to write (1) what is happening in the story, (2) what the passage says, and (3) why the passage is important or interesting. This structure is not necessary, but sometimes it helps you organize your responses. The quality of your thinking and the energy with which you attempt to analyze your reading are the most important aspects of this assignment! Journal Scoring Rubric (Total of 20 points possible) Journal Entries ought to evidence the following: Required elements in the “Journal Guidelines” (Addendum 2 to the syllabus) A direct quotation of the part you noted from the text, copied word for word, enclosed in quotation marks, and properly cited. Interaction with guiding questions for the assigned readings that are supplied in the module. Your individual response to the material and readings. This should include why you found the passage important or interesting, your own personal critical reflections, questions you have about the passage, strengths/weaknesses of what is being said, and/or practical implications that follow from the what is said in the passage. At least one paragraph long, with proper spelling and grammar. Your written communication ought to evidence the following and will be graded accordingly: Rating Scale High Quality: Corresponds to an A- to A (18 – 20 points) Adequate: Corresponds to a B- to B+ (16 – 17 points) Needs Improvement: Corresponds to a C to C+ (14 – 15 points) Inadequate: Corresponds to a D (12 – 13 points) Not Attempted: Corresponds to an F ( 0 – 11 points) Criteria Pt s Not Inadequate Needs Adequate High Quality attempted (does not meet Improvement (meets (exceeds Elements (little to no expectations; (works towards expectation expectations; evidence of performance is meeting s; performance element) substandard) expectations; performanc is performance e is outstanding) needs satisfactory) improvement) Book No use of the Alludes to or Refers to the At least one Multiple Content assigned refers to the assigned book specific specific (30 points) book. assigned book, with examples, example examples but with no but very generally and/or and/or specific examples not specifically. properly properly cited or cited No direction cited direct quotations. quotations and/or quotation quotations References to the the References to from the from the book are book content are assigned assigned practically only loosely book. book, and all unrelated to what connected to what References references to is said in the is said in the book are directly the book are book review. review. related to specifically what is said and directly in the book related to 21–23.9 points review. what is said /3 in the book 0 17.9–20.9 points review. 0–17.9 Perhaps points even integrates other course material. 24–26.9 points 27–30 points Applicatio No reflection Little reflection on Includes some Reflects on Multiple, /3 n (30 the relevance the relevance of reflection on the how exceptional, 0 points) and the teachings, relevance and contempora substantial, applicability principles, and applicability of the ry and insightful of the practices of the teachings, expressions reflections on teachings, faith, as well as principles, and on the the relevance principles, contemporary practices of the relevance and and practices expressions of faith, as well as and application of of the faith, faith in the contemporary application the as well as characters’ lives, expressions of of the teachings, contemporar personal or faith in the teachings, principles, y collective societal characters’ lives principles, and practices expressions life and to at least either and of the faith, of faith in the experience. 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