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The document outlines guidelines for creating a dialectical journal, which serves as a tool for students to engage with texts through personal responses and critical thinking. It provides a structured format for recording passages and responses, along with coding systems to categorize insights, questions, and reflections. Additionally, it emphasizes the importance of detailed analysis and encourages students to connect the text to their own experiences.

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23 views

Copy of Dialectical Journal

The document outlines guidelines for creating a dialectical journal, which serves as a tool for students to engage with texts through personal responses and critical thinking. It provides a structured format for recording passages and responses, along with coding systems to categorize insights, questions, and reflections. Additionally, it emphasizes the importance of detailed analysis and encourages students to connect the text to their own experiences.

Uploaded by

kakaisbadforkids
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Name Amir. A Pd.

1 Date 1/3/25

Dialectical Journal Guidelines

The term “dialectic” means “the art or practice of examining opinions or ideas logically, often by the method of question
and answer, so as to determine their validity” (Collins Dictionary). Think of your dialectical journal as a series of
conversations with your text as you read it. This process is meant to help you develop a better understanding of the text
as we read. Use your journal to record your personal responses to the texts, your ideas about the themes we cover and
our class discussions. You will find that it is a useful way to process what you’re reading and to better understand the
text’s content.

Procedure
●​ As you read, choose passages that stand out to you and record them in the left-hand column of the chart
provided.
●​ In the right column, write your response to the text (ideas/insights, questions, reflections, and comments on
each passage).
●​ For each comment you write, label your responses using the following codes:
Q Question ask about something in the passage that is unclear

C Connect make a connection to your life, the world, or another text

P Predict anticipate what will occur based on what’s in the passage

CL Clarify answer earlier questions or confirm/disaffirm a prediction

R Reflect think deeply about what the passage means in a broad sense–not just to the
characters in the story (what conclusions can you draw about the world,
about human nature, or just the way things work?)

E Evaluate make a judgment about the character(s), their actions, or what the author is
trying to say
●​ You will complete a total of six entries for each text–you may not use the same code more than twice
●​ See the next page for an example of a high level response.

Sample sentence starters:


●​ I really don’t understand this because…
●​ I really dislike/like this idea because…
●​ I think the author is trying to say that…
●​ This passage reminds me of a time in my life when…
●​ If I were (name of character) at this point I would…
●​ This part doesn’t make sense because…
●​ This character reminds me of (name of person) because…

Unit XX​​ Essential question: 1


Name Amir. A Pd. 1 Date 1/3/25

Sample dialectical journal entry: To Kill a Mockingbird by Harper Lee

Quote/passage Cite Code Response

“The Radleys, welcome anywhere p. 9 R It seems that the town is a little


in town, kept to themselves, a closed minded in viewing the Radleys
predilection unforgivable in since they don’t go to church or do
Maycomb....” other things common in Maycomb.
This seems to be a prejudice against
their lifestyle since it seems that the
town might not really know them
and has become pretty superstitious
about them. People often get
suspicious about what they don’t
understand or what seems strange to
them.

Choosing passages from the text:


Look for quotes or passages that seem significant, powerful, thought provoking, or puzzling. For example, you might
record:
●​ Effective and/or creative use or literary devices (simile, metaphor, personification, etc.)
●​ Passages that remind you of your own life or something you’ve seen before
●​ Shifts or turns in the plot (plot twists are an example)
●​ A passage that makes you realize something you hadn’t seen before
●​ Examples of patterns: recurring images, ideas, colors, symbols, or themes
●​ Events you find surprising or confusing
●​ Passages that illustrate a particular character or setting

Responding to the text:


You can respond to the text in a variety of ways. The most important thing to remember is that your observations should
be specific and detailed.

Responses should be at least three (3) full sentences and:


●​ Raise questions about the beliefs and values implied in the text
●​ Give your personal reactions to the passage
●​ Discuss the words, ideas, or actions of the author or character(s)
●​ Tell what it reminds you of from your own experiences
●​ Write about what it makes you think or feel
●​ Agree or disagree with a character or the author

Unit XX​​ Essential question: 2


Name Amir. A Pd. 1 Date 1/3/25

Directions:
Review the instructions on the previous pages. Choose at least six passages/quotes to respond to. Your response must
be specific, detailed analysis and inquiry with at least three sentences that reflect critical thinking. Make sure to use a
code no more than twice.

Quote/passage Cite Code Response

“...when fully half his subjects P .2-3 C As I have learned about diseases in APWH, I find similarities to the
had perished from the deadly Black Plague. Both occurred at the same time, had large death tolls,
plague. and had similar effects. The main difference falls in the inclusion of
blood.

“In the meantime, it was folly P. 4-6 E The characters decide it is useless to grieve and throw a party instead.
to grieve or to think.” They even lock the outside world out, partying without worry. This
lack of emotion brings me to believe they care little of their empire.

“But, in spite of these things, P. 7-8 P I assume he will grow more important as the story develops. The
it was gay and magnificent attendees are treating him as a toy, going as far as to ride him like an
revel….There are some who animal. My prediction is he will snap and kill everyoine at the party.
would have thought him
mad.”

“...maddening with rage and P. E Prospero seems to have great pride, as he charged at the masked
the shame of his own 10-1 figure maddening with the shame of his cowardice. His feeling of fear
cowardice, rushed hurriedly 1 upon seeing the red death brought him to shame. He attempted to
through the six chambers.” make himself seem brave by attacking the figure.

“His dagger dropped P. P The change of hue establishes new emotions. Prospero attacked the
gleaming upon the sable 12-1 red death, then fell to the ground as if infected. As this occured, the
carpet--upon which, 3 colors reaching the hall from outside tinted the room red.
osntantly afterwards, fell
prince prospero, prostrate in
death.”

“And the life of the ebony P. 15 C The author seems to be trying to attach the ticks of the clock to life.
clock went out with that of As all of the halls subjects died to the red death, the clock went out,
the last of them.” leaving the party in a desolate silence. This room was previously black
and red, compared to the other rooms of vibrant hues, foreshadowing
its importance.

Unit XX​​ Essential question: 3

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