Journals | Paper | Final | Blogs | Audio | Guides | Links
Word-processed journal entry sets will be due by email on the respective dates below. Please respond to the specified amount of study questions for each text. Numbers in parentheses mean "respond to any x number of study questions total on this text." For example, "Romeo and Juliet (5 questions)" means "respond to whichever five questions you prefer among those available on the Romeo and Juliet questions page."* See the syllabus for the journal requirement's value as a percentage of the course grade.
*Note for E316 Students: the questions you choose must cover at least three acts of each play.
Turning in Sets. Please word-process journal sets. Email your journal sets sometime during the day they are due, and label the message subject line logically: as in "E316-W Journal 1, Jane Smith." (You can use attachments, or simply cut-and-paste your entries. Combine each set's entries into one document -- do not send a separate file for each author.) Label the authors and questions. Please don't send more than one complete journal set (if late) in the same message, and don't combine a message containing your journal set with, say, a paper draft or other important item -- things get "electronically misplaced" that way. EXPECT AN EMAIL CONFIRMATION FROM ME -- IF YOU DON'T RECEIVE ONE WITHIN 3 DAYS OF THE DUE DATE, I HAVEN'T RECEIVED YOUR JOURNAL.
Late Journal Sets. They are acceptable, but will receive a maximum grade of B. You cannot turn in more than one late set at the end of the semester. In other words, it is not acceptable to write up three complete journal sets and turn them in late in the semester. That defeats the whole point of keeping a journal.
How to Respond. Responses will vary in length to suit the questions. Many responses will require a short paragraph. There's no need to respond exhaustively -- just thoughtfully. The study questions should help you develop ideas for papers, participate in discussions, and learn more from class sessions. Here is a sample response (from another course) to a question on Sidney's "Defense of Poesy":
9. At the end of his essay, what curse does Sidney make against those who are too ignorant to appreciate the virtues of poetry? How does his rhetoric illustrate the virtues such people are supposedly unable to appreciate?
Sidney curses his detractors with the wish "that while you live, you live in love, and never get favor for lacking skill of a Sonnet, and when you die, your memory die from the earth for want of an Epitaph." He's illustrating the quality we discussed in class -- sprezzatura or "easy-seeming grace" in words and manners. But he's also suggesting that in some real-life situations, words are as important as actions: lovers should be able to speak well, and people's words will still "speak for them" (for better or for worse) after they are gone. The ending also implies that anyone who still doesn't know why poetry is worthwhile really isn't worth talking to.
How Journals are Graded
A: all journal sets turned in complete and on time; responses are specific and consistently thoughtful -- neither vague remarks nor simple yes/ no statements.
B: all journal sets turned in (for the most part on time), but incomplete in terms of numbers or quality of response. Or all turned in, but mostly late.
C: one journal set missing, but all others completed satisfactorily and on time. Alternatively, all sets turned in, but responses show little effort to understand the texts.
D: two or more journal sets missing, and/or responses clearly not thoughtful enough to suggest serious engagement with the texts.
F: student has failed to turn in any journal sets. Anyone who does this would probably have to earn an "A" in all other components (presentation/s, final exam, paper/s) just to pass the course. Not a good idea....