THREAD TWO: Why is the Black body considered “dangerous” and something to be feared? (CH 6)

THREAD THREE: In what ways is language tied to racist power? (pp. 82-3)

THREAD FIVE: What is the “Black judge” (p. 98), and how is this different from the “White judge” mentioned earlier in the book (pp. 4, 10)?

Reading Response Journal (RRJ)

1. Definition: An informal space for you to explore the readings as well as your metacognitive reading process.  The first step is to read actively, highlighting and annotating the text as you go.  If you “talk to the text” while you are reading it, you will understand and remember it better and will generate more ideas about how to respond in your journal and in class discussions and writing assignments.

1. 5 Requirements (about 1 full page long, single-spaced):

1. Summary (~1 paragraph): What happened in the assigned reading? Include important information from the setting (time & place), main characters or people described, and events that occurred? Exclude anything of little importance or irrelevant to the gist (main ideas).

2. Reading Response (~1 paragraph): Your reaction to the assigned readings.  What did you respond to and why? Did you feel sad, angry, or irritated? Comforted, entertained, or nostalgic? Did you experience any personal reactions or familiarity? Upon reflection, how do you feel about what you’ve read and why?

3. Metacognitive Response: (~1 paragraph) How did reading this particular reading go for you? Was it easy or challenging? Boring or interesting? Quick or tediously slow? How many parts/times did you go back to re-read? What confused you? How did you overcome that confusion (if you indeed did)? What made you lose focus or get stuck? What connections were you able to make, perhaps to other parts of the text or to other texts from class? What have you finally figured out? What reading strategies have you used to make sense of the text (graphic organizers? lists? timeline?)? What language difficulties did you encounter, and what strategies did you use to overcome them (annotating? highlighting? context clues?)? How much did you understand, and how much is still confusing? Were there any physical or emotional limitations that impeded comprehension? Be as reflective as possible to assess what was occurring in your brain as you worked to make meaning of the material.

4. 2 Discussion Questions: Create two thoughtful open-ended questions that could lead to stimulating dialogue, not fact-based “yes or no” questions.  For example, a good question might be, “Why do you think the author chose to include examples of Spanish language in the story?” rather than, “What language did the author sometimes use?” It’s not a quiz question but rather an initiator of meaningful class discussion.

5. Golden Words: Select 3-5 vocabulary words/phrases from the reading that are critical to understanding the text or that you think ought to be recognized. Define each word (copied from the dictionary is fine, but carefully choose/summarize the most appropriate definition) and explain why you chose each one (why did you feel this particular word is worth examining? ought this be a word you “collect” for future academic/professional writing and discourse?).

1. Grading: You will receive full credit on each RRJ (20 pts) by fully addressing the 5 requirements and by submitting to Canvas on time.  It will not be graded for grammar, organization, or other limitations of more formal writing assignments (this is a Homework grade, not a Writing grade).

Why is the Black body considered “dangerous” and something to be feared?

APA

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