Double Entry Journal Guidelines

While reading each text, look for passages that explore the themes outlined above. Record each of these passages using the attached double-entry journal form. Complete at least ten entries for each text. Provide 5-8 sentences of detailed analysis for each selected passage.

Here are some questions to aid in analysis; these are simply a guide, not all questions need to be answered, the goal is promote analysis. Try to use a variety of the questions below:

1.  What mood does the passage create in you? Why?

2.  Which words are noticed first? Why? What is noteworthy about this diction? (You may want to underline these words).

3.  How do the important words relate to one another?

4.  Do any words seem oddly used? Why do you think the author chose to use these words over their synonyms?

5.  Do any words have double meanings? Do they have extra connotations?

6.  Look up any unfamiliar words.

7.  What is the sentence rhythm like? Short and choppy? Long and flowing? What does this rhythm symbolize?

8.  Look at the punctuation. Is there anything unusual about it? Why was this stylistic choice made?

9.  Is there any repetition within the passage? What is the effect of this repetition?

10. Is there any figurative language used in the passage? If so what affect does this have on the overall meaning of the text?

11.  How does the passage make you react or think about any characters or events within the narrative?

12.  Are there colors, sounds, physical description that appeals to the senses? Does this imagery form a pattern? Why might the author have chosen that color, sound or physical description?

13.  Who speaks in the passage? To whom does he or she speak? Does the narrator have a limited or partial point of view? Or does the narrator appear to be omniscient, and he knows things the characters couldn't possibly know? (For example, omniscient narrators might mention future historical events, events taking place "off stage," the thoughts and feelings of multiple characters, and so on).

14.  Do any of the objects, colors, animals, or plants appearing in the passage have traditional connotations or meaning? Are they symbolically significant? What about religious or biblical significance?

Below is a sample of a quality journal entry using the novel The Perks of Being a Wallflower by Stephen Chomsky:

Page / Quote / What does the quote illustrate about the protagonist’s personality?
37 / “He’s a wallflower…..You see things. You keep quiet about them, And you understand” (Chbosky 37). / The use of the word wallflower is symbolic to Charlie. He stands in the shadows just as the typical wallflower does. He is too shy or nervous to be an active participant; he is an observer yet desires to be the opposite. However, he is liked because of this wallflower quality...that he can know the truth and keep secrets. When Patrick shares these words with Charlie, it is a pinnacle moment because through these words Charlie sees that Patrick is his friend. And for Charlie, friends are hard to find.

Double entry journals will count as a test grade (see attached rubric). After completing double entry journals and engaging in classroom discussions about each text, students will be required to compose an essay exploring themes of sin and redemption in the two texts.

If you have any questions about the assignment, please e-mail Mr. Farrish at the following address:

Student’s Name:______Text:______

Double Entry Journal

Page / Quote / What does the quote illustrate about the protagonist’s personality?

Student’s Name:______Text: A Doll’s House

Double Entry Journal

Page / Quote / What does the quote illustrate about the protagonist’s personality?

Summer Reading: Double Entry Journal Rubric

Exceeds Standard / Meets Standard / Approaches Standard / Below Standard
Quote Selection / Student includes at least one passage per every 25 pages of the text.
Student consistently chooses complex and interesting passages that are rife for detailed analysis.
All passages explore are personality of the text’s protagonist. Students select passages that contain detailed evidence ofhow the protagonist’s personality evolves over the course of the text. / Student includes at least one passage per every 25 pages of the text.
Selected passages vary in complexity. Some are rife for detailed analysis, while others may have limited depth.
Most passages explore are personality of the text’s protagonist. Students select passages that contain some evidence ofhow the protagonist’s personality evolves over the course of the text. / Student includes all or most of the required passages
Selected passages are limited in complexity.
Some may not be fully relevant, and some may be too simplistic to yield detailed analysis
Some passages explore are personality of the text’s protagonist. Passages contain limitedevidence of how the protagonist’s personality evolves over the course of the text. / Student is missing several passages.
Selected passages seem randomly chosen. Passages are irrelevant or too simplistic to yield detailed analysis
Passages do little do explore the personality of the text’s protagonist and offer little/no insight regarding how the protagonist changes over the course of the text.
Quality of Analysis / Students explore the meaning and significance of each passage with 4-6 sentences of detailed, insightful analysis. Students effectively analyze the language used in the passage, the themes that are being explored, and how the passage reflects the overall meaning of the text. / Students explore the meaning and significance of each passage with 4-6 sentences of solid analysis. Students provide some analysis of the language used in the passage, the themes that are being explored, and how the passage reflects the overall meaning of the text. / Students attempt to analyze the meaning and significance of each passage, but analysis is vague and superficial.
The student explains what happens in the passage but does little analysis of the language that is used, the themes that are explored, or how the passage reflects the overall meaning of the text. / Analysis is vague, inaccurate or unconvincing. Student may provide a partial explanation of what happens in the passage, but provide little or no analysis of its meaning or significance.
Spelling, Grammar and Mechanics / Text is neatly written and easily legible.
Writing contains few or no spelling or grammatical errors. / Text is easily legible.
Writing contains several minor errors that do not impact the overall meaning of the writing / Text is mostly legible.
Writing contains many errors, and the errors have some impact on the overall meaning or the writing. / Text is sloppy and difficult to read.
Writing is riddled with errors that greatly impact the overall meaning of the text.