Dialectical Journal for Kaffir Boy by Mark Mathabane
Your dialectical journal for Kaffir Boy will be a conversation on the page. On the left you will write important quotations from the novel; on the right you will write why the quote is significant in the context of the story. You will often need about 2-3 sentences to properly explain each significant quote.
You will have a total of 10 entries in your journal. The entries must correspond with the chapters below.
Entry 1: Chapters 1-54: 16-207: 31-35 10: 46-50
2: 6-10 5: 21-25 8: 36-4011:51-54
3: 11-15 6: 26-30 9: 41-45
A completed entry will include the following:
1)One quote that relates to one of the following themes (see reverse side for themes and codes.)
It should also include FOUR of the following:
2)Another significant quote – how does this quote relate to the characterization (Code “CH”) or setting (Code S)?
3)Connection -
Text to Text (Code “T/T”) (similarity of Kaffir Boy to - other written/viewed work)
Text to World (Code “T/W”) (similarity of Kaffir Boy to – any kind of world event)
Text to Life (Code “T/L”) (similarity of Kaffir Boy to - something or someone in your life)
4)Example of a literary device (simile, metaphor, tone, mood, imagery, hyperbole, irony, etc.) and explain what that device is important or effective for the passage. (Write the literary device for the code.)
5)Question (code “Q”) – to ask or answer an old question/ question about the passage or reading
6)Prediction (code “P”) – a prediction about what is going to happen and reasons why you think that may happen.
7)Comment (code “C”) – reader response to something that happened
8)Visualization (code “V”) – a sketch drawing on a visually stimulating passage
9)Research/Allusion (code “A”) – a reference to something that you looked up to better understand
The dialectical journal is based on the following themes of the novel:
• Race (Code “R”) Race was the most important aspect of individual identity in apartheid South Africa. How did race affect one’s place in society? Over what areas did race affect the lives of South Africans? How was racism reinforced? How was it worked against?
• Traditions & Customs (Code “TRC”) Kaffir Boy continuously contrasts education with tradition, logic with superstition, and the need to live a modern with the practice or living a traditional life.What are the traditions and customs that dominate Johannes’ parents' lives? What is Johannes’ attitude towards tradition and tribalism? His parents' attitudes? Why are tribalism and tradition important to apartheid? How does the apartheid state use it to support and perpetuate the system?
• Family (Code “F”) One of the most detrimental side effects to apartheid was its destruction of the black family. The rules that determined where people lived meant that most black families didn't live together. In what ways is apartheid destructive to black family life? How is apartheid destructive to Johannes’ family? How and why do they persevere? How is family important to Johannes’ success? How does it impede him?
• Identity (Code “I”) Johannes’ identity is created for him by the South African government: as a young black boy, his entire childhood is headed towards the eventuality of carrying a pass. In what way does the apartheid state try to define Johannes’ identity? The identity of every black person in South Africa? How does Johannes’ father try to define Johannes’ identity? What is Johannes’ self identity? Why and how does it become so strong that he's able to resist social elements that seek to destroy him?
• Hate (Code “H”) The systematic oppression that blacks experience under apartheid South Africa causes many of them to hate all whites. Johannes starts out from this position as well, frustrated with the way he's treated. But his anger and hate dissipate as he meets whites who treat him as a friend and an equal. What causes blacks in Kaffir Boy to hate? Why do the whites apparently hate the blacks? What role does self-hatred play in Kaffir Boy? Does Kaffir Boy offer solutions to the problem of racially motivated anger and hatred? If yes, what are they?
• Violence (Code “VI”) Violence is everywhere in Kaffir Boy. Mark is the victim of police violence, the victim of violence perpetrated by his father, and then the victim of violence when he tries to leave a gang that he joined as a young boy. The violence he witnesses makes life seem worthless and pointless. Who are the perpetrators of violence in Kaffir Boy? Who are the victims of violence in Kaffir Boy? Is it easy to tell who the actual victims are? How does the ideology of apartheid contribute to the widespread violence that blacks endure in the townships?
DIALECTICAL JOURNAL RUBRIC
A (50 pts)Detailed, meaningful passages and quote selections.Thoughtful interpretation and commentary about the text; avoids clichés. Includes reference to a variation of theme, tone, character analysis, question-answer/clarification, prediction-outcome, comment reaction, text to text, text to world, and text to life. Journal is neat, organized, and professional looking; student has followed directions in organizing the journal.
B (42 pts)Less detailed, but good quote selections.Some intelligent commentary; addresses some thematic connections. Some listing ofapplicable literary elements, but meaning is incomplete. Adequately addresses all parts of reading assignment. Journal is neat and readable; student has followed directions in the organization of the journal.
C(37 pts)Few good quotes from the text. Most of the commentary is vague, unsupported, or plot summary/paraphrase only. Some listing of applicable literary elements; virtually no discussion on meaning. Addresses most of the reading assignment, but is not very long or thorough. Journal is relatively neat, but may be difficult to read. Student has not followed all directions in journal organization; loose-leaf, no columns, not on separate paper, etc.
D (32 pts)Hardly any good quotes from the text. All notes are plot summary or paraphrase. Few literary elements, virtually no discussion on meaning. Limited coverage of the text; way too short..Did not follow directions in organizing journal; difficult to read or follow.
F (20 pts or Redo) Minimal response that does not provide the instructor enough information for evaluation